Forskning i ‘gode eksempler’

I 200 gennemførtes projektet “De gode ek- sempler” på foranledning af Undervisningsmi- nisteriet. Undersøgelsen omfattede forskellige metoder, såsom surveys, spørgeskemaundersø- gelser, klasserumsobservation og interviews. Ønsket var at udvikle nogle kriterier for god praksis i skolen, som kunne vise sig i elevernes præstationer efter 9.klasse samt i deres lyst til at gå videre i uddannelsessystemet. Jeg deltog sammen med tre andre forskere i den delun- dersøgelse, der omfattede klasseobservation og interviews på tre udvalgte skoler. I udførelsen af dette empiriske arbejde vi- ste det sig nødvendigt at stille spørgsmålstegn ved det praksisbegreb, som lå implicit i “De gode eksempler”, og som er inspireret af en skoleforskning i “Best practice”, som er af angloamerikansk oprindelse. I denne tradition er praksis i skolen reduceret til en række mål- bare faktorer, således at det er muligt generelt at pege på bestemte metoder og undervisnings- former, som virker. I vores klasserumsundersøgelse så vi prak- sis i skolen som beroende på mange forskel- lige faktorer. Det blev således nødvendigt at opstille en forståelsesramme for praksis, som kunne reflektere de komplekse forhold, der gjorde sig gældende i de udvalgte klasser. Et sådant praksisbegreb indgår i den model for et pædagogisk genstandsfelt, som delunder- søgelsen blev baseret på, og som hidrører fra en kontinental/didaktisk tilgang til empirisk pædagogisk forskning. I artiklen holdes den kontinentale/didakti- ske tilgang til pædagogisk forskning op imod det koncept, der ligger til grund for forskning i “De gode eksempler”. Det diskuteres og vi- ses i et eksempel fra delundersøgelsen, hvilke typer af resultater, det bliver muligt at udvikle inden for den valgte forståelsesramme. Endelig diskuteres, hvad forskningen i det hele taget kan bidrage med i forhold til udvikling af god praksis i skolen. Konklusionen var, at det er problematisk at forske i god praksis ud fra et stærkt redu- ceret praksisbegreb og et instrumentelt syn på undervisning. Det blev således nødvendigt at omformulere forskningsspørgsmålet fra at omhandle, “hvilke generelle kriterier, det er muligt at stille op for god praksis i skolen” til “hvilke forhold og processer i skolepraksis, der kan fremme/hæmme de enkelte elevers faglige kompetencer”. Det, en pædagogisk forskning af denne art kan, er at være med til at ændre nogle rutine- mæssige antagelser hos læreren, synliggøre læ-rerens ubevidste måder at forholde sig på samt pege på nogle årsagssammenhænge, hun ikke har været opmærksom på. Formidlingsproces- sen i form af dialoger med de professionelle praktikere er en vigtig del af denne proces

Práticas surpreendentes: uma estratégia de ensino na formação do professor de música

O capítulo de Fink-Jensen centra-se em duas questões fundamentais para o desenvolvimento da prática pedagógica de estudantes de música em formação docente: como a teoria pode contribuir para o desenvolvimento da prática e como a relação entre teoria e prática pode ser abordada durante a formação. Concebendo o professor como um pesquisador propõe a implementação de uma estratégia de ensino que denominou de “práticas surpreendentes”, apoiando-se em conceitos antropológicos e fenomenológicos, bem como em teorias do campo da psicologia, da pedagogia e da educação musical. O ponto central é a identificação de uma situação-problema e, para isso, é essencial que o estudante seja capaz de observar de forma aberta e sensível, deixando para trás premissas teóricas já estabelecidas para que possa gerar novas possibilidades para tal situação de ensino. Tradução de Ana Ester Correia Madeira e Teresa Mateir

Common breast cancer susceptibility alleles are associated with tumor subtypes in BRCA1 and BRCA2 mutation carriers : results from the Consortium of Investigators of Modifiers of BRCA1/2.

Abstract Introduction Previous studies have demonstrated that common breast cancer susceptibility alleles are differentially associated with breast cancer risk for BRCA1 and/or BRCA2 mutation carriers. It is currently unknown how these alleles are associated with different breast cancer subtypes in BRCA1 and BRCA2 mutation carriers defined by estrogen (ER) or progesterone receptor (PR) status of the tumour. Methods We used genotype data on up to 11,421 BRCA1 and 7,080 BRCA2 carriers, of whom 4,310 had been affected with breast cancer and had information on either ER or PR status of the tumour, to assess the associations of 12 loci with breast cancer tumour characteristics. Associations were evaluated using a retrospective cohort approach. Results The results suggested stronger associations with ER-positive breast cancer than ER-negative for 11 loci in both BRCA1 and BRCA2 carriers. Among BRCA1 carriers, single nucleotide polymorphism (SNP) rs2981582 (FGFR2) exhibited the biggest difference based on ER status (per-allele hazard ratio (HR) for ER-positive = 1.35, 95% CI: 1.17 to 1.56 vs HR = 0.91, 95% CI: 0.85 to 0.98 for ER-negative, P-heterogeneity = 6.5 × 10-6). In contrast, SNP rs2046210 at 6q25.1 near ESR1 was primarily associated with ER-negative breast cancer risk for both BRCA1 and BRCA2 carriers. In BRCA2 carriers, SNPs in FGFR2, TOX3, LSP1, SLC4A7/NEK10, 5p12, 2q35, and 1p11.2 were significantly associated with ER-positive but not ER-negative disease. Similar results were observed when differentiating breast cancer cases by PR status. Conclusions The associations of the 12 SNPs with risk for BRCA1 and BRCA2 carriers differ by ER-positive or ER-negative breast cancer status. The apparent differences in SNP associations between BRCA1 and BRCA2 carriers, and non-carriers, may be explicable by differences in the prevalence of tumour subtypes. As more risk modifying variants are identified, incorporating these associations into breast cancer subtype-specific risk models may improve clinical management for mutation carriers

Forbløffelse som udgangspunkt for forskning i musikpædagogiske praksisser

The aim of the present article is to present a procedure for investigation of music education practices using a phenomenological-hermeneutic approach. The philosophical background and its consequences for the empirical methods are described. The investigation procedure is based on a seven step model developed in a course with music teacher students who were going to investigate and discuss a particular music teaching practice. The model was used in an exercise aiming at 1) establishing a research perspective that builds on an open attitude and without a specific research question as point of departure and 2) analyzing the music teaching practice using relevant psychological, pedagogical and music education theories. The concept of ”astonishment” is suggested as a fruitful point of departure for this kind of investigation. In anthropological research the concept is used about the special surprise or wonder in encountering foreign culture. As ”culture” is about human relations aimed at a common goal, also music education practice can be understood as a culture. The investigation procedure includes video observations in a music education practice. An ”astonishing” phenomenon connected with an educational problem may arise from the observation in the situation or later in the study of the collected material. The observed phenomenon is the point of departure of analysis and interpretation. This process deviates from a traditional way of doing research, where the point of departure is a problem defined by the researcher. As a consequence, theories used in analysis are not defined at the outset, but depend on the characteristic of the observed phenomenon

KONTAKT OG INTERSUBJEKTIVITET I MUSIKALSKE SAMHANDLINGER MED SPECIELLE BØRN - Et fænomenologisk perspektiv

Kontakt og intersubjektivitet er temaer i såvel filosofien som i psykologien. Kontakt og intersubjektivitet belyses ved eksempler fra et empirisk arbejde med fokus på en autistisk drengs deltagelse i musikundervisning i skolen. Der fokuseres på, hvad et kropsfænomenologisk perspektiv kan bidrage med i forhold til mere gængse psykologiske undersøgelser af autismefænomenet. Det fænomenologiske perspektiv har betydning for valg af empiri og metode samt for de begreber, der knytter sig til forståelse af drengens musikalske artikulationer. Teori-teorien om sindet har haft stor indflydelse inden for autismeforskningen. Zahavi og Parnas kritiserer denne teori for manglende klarhed i begreber om intersubjektivitet, hvilket får konsekvenser for forståelse af det autistiske barns muligheder. Begrebet ‘den levede krop’ kan da være et mødested for fænomenologien og teori-teorien

Use of biologicals in allergic and type-2 inflammatory diseases during the current COVID-19 pandemic: Position paper of Ärzteverband Deutscher Allergologen (AeDA)A, Deutsche Gesellschaft für Allergologie und Klinische Immunologie (DGAKI)B, Gesellschaft für Pädiatrische Allergologie und Umweltmedizin (GPA)C, Österreichische Gesellschaft für Allergologie und Immunologie (ÖGAI)D, Luxemburgische Gesellschaft für Allergologie und Immunologie (LGAI)E, Österreichische Gesellschaft für Pneumologie (ÖGP)F in co-operation with the German, Austrian, and Swiss ARIA groupsG, and the European Academy of Allergy and Clinical Immunology (EAACI)H

International audienceBackground: Since the beginning of the COVID-19 pandemic, the treatment of patients with allergic and atopy-associated diseases has faced major challenges. Recommendations for "social distancing" and the fear of patients becoming infected during a visit to a medical facility have led to a drastic decrease in personal doctor-patient contacts. This affects both acute care and treatment of the chronically ill. The immune response after SARS-CoV-2 infection is so far only insufficiently understood and could be altered in a favorable or unfavorable way by therapy with monoclonal antibodies. There is currently no evidence for an increased risk of a severe COVID-19 course in allergic patients. Many patients are under ongoing therapy with biologicals that inhibit type 2 immune responses via various mechanisms. There is uncertainty about possible immunological interactions and potential risks of these biologicals in the case of an infection with SARS-CoV-2.Materials and methods: A selective literature search was carried out in PubMed, Livivo, and the internet to cover the past 10 years (May 2010 - April 2020). Additionally, the current German-language publications were analyzed. Based on these data, the present position paper provides recommendations for the biological treatment of patients with allergic and atopy-associated diseases during the COVID-19 pandemic.Results: In order to maintain in-office consultation services, a safe treatment environment must be created that is adapted to the pandemic situation. To date, there is a lack of reliable study data on the care for patients with complex respiratory, atopic, and allergic diseases in times of an imminent infection risk from SARS-CoV-2. Type-2-dominant immune reactions, as they are frequently seen in allergic patients, could influence various phases of COVID-19, e.g., by slowing down the immune reactions. Theoretically, this could have an unfavorable effect in the early phase of a SARS-Cov-2 infection, but also a positive effect during a cytokine storm in the later phase of severe courses. However, since there is currently no evidence for this, all data from patients treated with a biological directed against type 2 immune reactions who develop COVID-19 should be collected in registries, and their disease courses documented in order to be able to provide experience-based instructions in the future.Conclusion: The use of biologicals for the treatment of bronchial asthma, atopic dermatitis, chronic rhinosinusitis with nasal polyps, and spontaneous urticaria should be continued as usual in patients without suspected infection or proven SARS-CoV-2 infection. If available, it is recommended to prefer a formulation for self-application and to offer telemedical monitoring. Treatment should aim at the best possible control of difficult-to-control allergic and atopic diseases using adequate rescue and add-on therapy and should avoid the need for systemic glucocorticosteroids. If SARS-CoV-2 infection is proven or reasonably suspected, the therapy should be determined by weighing the benefits and risks individually for the patient in question, and the patient should be involved in the decision-making. It should be kept in mind that the potential effects of biologicals on the immune response in COVID-19 are currently not known. Telemedical offers are particularly desirable for the acute consultation needs of suitable patients