Kulturudvikling gennem strategisk kompetenceudvikling - KUSK: samskabelse mellem ledelse og lærere om udvikling af pædagogisk og didaktisk praksis

Kulturudvikling gennem strategisk kompetenceudvikling, forkortet KUSK, samles her i et koncept, der skal give ledere og lærere på erhvervsskolerne inspiration og ideer til at samarbejde og samskabe om pædagogisk og didaktisk udvikling.Kultur er det, vi gør i organisationen - på godt og ondt. Kultur er måden, vi samarbejder på, måden vi taler sammen, sproget vi anvender og hvordan vi forstår alt det, der rammesætter en organisation – det være sig organisering, strategi, handleplaner, målinger, evalueringer, budgetter og regnskaber, med mere. Grundlaget for at forstå kulturudvikling i sammenhæng med uddannelsesudvikling er, at det er noget, som skabes i samspil mellem de aktører, der er involveret.Tilgangen til kulturudvikling i dette koncept handler om at skabe en kultur i fællesskab ved at have forestillinger om, hvordan en praksis fremadrettet skal tage sig ud - og for hvem - og så få forestillingen om en fremtidig praksis til at blive til virkelighed. Vi benævner det ”kulturudvikling gennem samskabelse ”, altså, at man skaber en praksis sammen gennem fremadrettet handling og løbende refleksion over handlinger.Kulturudvikling er i denne forståelse forbundet med uddannelsesudvikling, hvilket betyder, at det er måden, vi udvikler praksis på og anvender vores kompetencer i den sammenhæng, som er genstand for denne tilgang. Formålet er at skabe veje til kulturforandringer på skoler, gennem en eksperimenterende tilgang samt fornyelse af den måde ledere og lærere samarbejder om udvikling af nye pædagogiske og didaktiske initiativer i forbindelse til undervisningen.Bæredygtig kulturudvikling bygger på nedenstående antagelser:At dilemmaer har et stort læringspotentialeAt samarbejde mellem ledere og lærere om udvikling forstærker muligheden for kulturforandringerAt formel kompetenceudvikling skal kobles til skole- og praksisudviklingAt udviklingsarbejde skal skabe meget mere værdi for den eksisterende praksi

Fagligt entreprenørskab i erhvervsuddannelserne: En kvalitativ analyse af hvordan undervisning gennem entreprenørskab kan påvirke elevers læring, motivation og lyst til at deltage i uddannelse

En forskergruppe har fulgt 73 erhvervsskolelærere på efteruddannelse som gennem undervisningseksperimenter har udforsket og udviklet didaktisk praksis rettet mod udvikling af elevernes innovative og entreprenørielle kompetencer. Ny forskning viser, at elever fra GF1 til svendeprøve - også de elever, der har faglige udfordringer, motiveres og engageres, når der gøres op med den traditionelle undervisningsform og i stedet fokuseres på en mere eksperimenterende og intensiv undervisningsform, hvor det er eleverne, der sætter retning. Et forskerteam har fulgt læreres undervisningseksperimenter fra både SOSU-, Merkantile- og Tekniske skoler. I gennem interview og observation er der fundet didaktiske greb og forhold i entreprenørskabsundervisning, som gør en forskel for elevernes læring og motivation. Konklusionen i analysen peger på, at det øger intensiteten og engagementet blandt eleverne, når de får mulighed for arbejde med læring ift. noget, der er personligt meningsfuldt, involverer handling, samarbejde med andre elever, kreativitet og autentiske opgaver, der værdsættes i omverdenen. Fem fokuspunkter:1.Det udvider læringsindholdet med eleveksperimenter, hvor eleverne ikke bare lærer mere eller er mere motiverede, men de lærer intensivt gennem udforskning af og afprøvning i praksis 2.Åbenhed om indhold og form i undervisningen giver mere indflydelse og selvbestemmelse til elever. Inddragelse af virksomheder og institutioner som de kan samarbejde med understøtter dette 3. Støtte undervejs ved at forholde sig undrende, undersøgende og som medskaber i processen, giver plads til elevers selvigangsatte aktiviteter og 4. Gruppearbejde, hvor eleverne har fælles ansvar og træffer de vigtigste beslutninger sammen, betyder, at alle trækker på samme hammel – trods individuelle forskelle. 5.Inklusion gennem samarbejde, hvor eleverne oplever anerkendelse og aktiv deltagelse af alle, minimerer sociale og faglige udfordringer. Resultaterne peger på, at entreprenørskabsundervisning åbner for, at elever får medindflydelse på både indhold, tidsforbrug, slutproduktet og evalueringsform. Det gør eleverne mere engagerede og deltagende i undervisningen. De tager medansvar for deres læring og føler et ejerskab over processe

Non-occupational exposure to paint fumes during pregnancy and risk of congenital anomalies:a cohort study

BACKGROUND: Occupational exposure to organic solvents during the 1(st) trimester of pregnancy has been associated with congenital anomalies. Organic solvents are also used in the home environments in paint products, but no study has investigated the effect of such exposure in a general population. METHODS: We studied associations between residential exposure to paint fumes during the 1(st) trimester of pregnancy and predefined subgroups of congenital anomalies, using data from the Danish National Birth Cohort (DNBC). During 2001 and 2003, a total of 20 103 pregnant women, enrolled in the DNBC, were interviewed in the 30(th) week of gestation about the use of paint in their residence during pregnancy. By the end of first trimester, information about smoking habits, alcohol consumption and occupation were collected. Information on congenital anomalies was obtained from national registers. Associations were examined by estimating odds ratios (OR) using logistic regression. RESULTS: In total 1404 women (7%) had been exposed to paint fumes during the 1(st) trimester of pregnancy and 1086 children were diagnosed with congenital anomalies; 73 children with congenital anomalies had been exposed to paint fumes in utero. Exposure to paint fumes seemed positively associated with congenital anomalies of the nervous system (OR 2.19, 95% confidence interval (CI) 0.76 to 6.32), ear, face and neck (OR 2.15, 95% CI 0.84 to 5.55) and the renal system (OR 2.16, 95% CI 1.02 to 4.58) after adjustment for maternal age, smoking, alcohol consumption and occupational solvent exposure. Congenital anomalies in the remaining subgroups were not associated with the exposure. CONCLUSIONS: Our results suggest that in the general population, exposure to paint fumes during the 1(st) trimester of pregnancy may increase the risk of some types of congenital anomalies, but the findings need to be confirmed

Patient and implant survival following joint replacement because of metastatic bone disease:A cross-sectional study of 130 patients with 140 joint replacements

BACKGROUND: Patients suffering from a pathological fracture or painful bony lesion because of metastatic bone disease often benefit from a total joint replacement. However, these are large operations in patients who are often weak. We examined the patient survival and complication rates after total joint replacement as the treatment for bone metastasis or hematological diseases of the extremities. PATIENTS AND METHODS: 130 patients (mean age 64 (30–85) years, 76 females) received 140 joint replacements due to skeletal metastases (n = 114) or hematological disease (n = 16) during the period 2003–2008. 21 replaced joints were located in the upper extremities and 119 in the lower extremities. Clinical and survival data were extracted from patient files and various registers. RESULTS: The probability of patient survival was 51% (95% CI: 42–59) after 6 months, 39% (CI: 31–48) after 12 months, and 29% (CI: 21–37) after 24 months. The following surgical complications were seen (8 of which led to additional surgery): 2–5 hip dislocations (n = 8), deep infection (n = 3), peroneal palsy (n = 2), a shoulder prosthesis penetrating the skin (n = 1), and disassembly of an elbow prosthesis (n = 1). The probability of avoiding all kinds of surgery related to the implanted prosthesis was 94% (CI: 89–99) after 1 year and 92% (CI: 85–98) after 2 years. CONCLUSION: Joint replacement operations because of metastatic bone disease do not appear to have given a poorer rate of patient survival than other types of surgical treatment, and the reoperation rate was low

Impact of Road Traffic Pollution on Pre-eclampsia and Pregnancy-induced Hypertensive Disorders

Background: Road traffic is a major source of air pollution and noise. Both exposures have been associated with hypertension in adults, but pregnant women have been less studied. Methods: We examined single and joint effects of ambient air pollution and road traffic noise on pre-eclampsia and pregnancy-induced hypertensive disorders among 72,745 singleton pregnancies (1997–2002) from the Danish National Birth Cohort with complete covariate data and residential address history from conception until live born birth. Nitrogen dioxide (NO2) and noise from road traffic (Lden) were modeled at all addresses. Outcome and covariate data were derived from registries, hospital records, and questionnaires. Results: A 10-µg/m3 increase in NO2 exposure during first trimester was associated with increased risk of pre-eclampsia (n = 1,880, adjusted odds ratio = 1.07 [95% confidence interval = 1.01, 1.14]) and pregnancy-induced hypertensive disorders (n = 2,430, adjusted odds ratio = 1.07 [1.01, 1.13]). A 10 dB higher road traffic noise was also associated with increased risk of pre-eclampsia (1.10 [1.02, 1.18]) and pregnancy-induced hypertensive disorders (1.08 [1.02, 1.15]). For both exposures, the associations were strongest for mild pre-eclampsia (n = 1,393) and early-onset pre-eclampsia (n = 671), whereas higher risk for severe pre-eclampsia (n = 487) was not evident. In mutually adjusted models, estimates for both exposures decreased and only the association between NO2 and mild pre-eclampsia remained. Conclusions: Road traffic may increase the risk of pre-eclampsia and hypertensive disorders in pregnancy through exposure to both ambient air pollution and noise, although associations with the two exposures were generally not found to be independent of one another. See video abstract, http://links.lww.com/EDE/B112