Aarestrup læst af Tafdrup

Aarestrup læst af Tafdru

Science and Technology Studies: Trin mod en myndiggørende teknologikritik

Indholdet i skolens fag har altid været genstand for diskussioner om, hvordan sammenspillet mellem skolefag og videnskab kan og bør tage sig ud. I sin aktuelle form står teknologiforståelse på skuldrene af datalogi og design. Disse leverer vigtige inputs til faget men involverer ofte et målrettet fokus på digitale færdigheder og designprocesser, der fører til digitale løsninger på komplekse problemer. Vi argumenterer for, at STS-feltet (Science and Technology Studies) kan bidrage til en nuanceret teknologiforståelse, hvor digital myndiggørelse bliver et spørgsmål om at kunne bedrive teknologikritik. Denne evne kræver et begrebsligt udgangspunkt, og her byder STS sig til. Vi præsenterer tre begreber fra forskellige STS-positioner: mediering, teknologisk intentionalitet, og sociotekniske imaginationer. Først præsenterer vi begreberne – dernæst diskuterer vi, hvordan de kan danne udgangspunkt for en didaktik, der kvalificerer teknologikritikken i den digitale myndiggørelse.The dissemination of knowledge from science and the arts to the subjects of the primary school (Folkeskolen), has often been the topic of debate in the Danish educational field. In its current form, the new subject of ‘technology comprehension’ is mostly shaped by computer science and design theory. These disciplines provide important inputs to the subject, but they also tend to focus narrowly on how digital skills and design processes can be utilized to create digital solutions to complex problems. In this article we argue that the field of STS (Science and Technology Studies) can contribute to the part of technology comprehension that is concerned with ‘digital empowerment’ (digital myndiggørelse) through the introduction of concepts that renders an empirical approach to technology criticism possible. First, we introduce four concepts: Mediation, technological intentionality, network and sociotechnical imaginaries. Then we discuss how these can be integrated in the didactical foundation of the subject

How do stroke survivors experience rehabilitation goal setting and plans to support their rehabilitation? A qualitative study

Purpose: Patient involvement and goal setting are essential components of stroke rehabilitation. However, ensuring continuity and patient engagement can be challenging due to different settings and time points throughout rehabilitation journey. This study aimed to explore stroke survivors’ experiences with their rehabilitation plan across hospital-to-municipality transition. Materials and methods: This qualitative study involved individual interviews with stroke survivors who received standard rehabilitation plans for municipal rehabilitation after hospital discharge. Participants shared their reflections on their cross-sectoral rehabilitation experience. Data were analyzed using reflexive thematic analysis outlined by Braun and Clarke. Results: We interviewed 17 participants from eight municipalities within the hospital’s service area. Analysis identified two main themes: Misalignment of rehabilitation goals and plans with patient needs and Navigating Inequity in Rehabilitation: Unmet Needs and Personal Strategies. Four subthemes included Challenges in Defining Goals, Lack of Patient Involvement in Goal Setting, Seeking Supplementary Care to Meet Unmet Needs, and Living Within and Beyond a Standardized System. Conclusion: Rehabilitation goals are not always clearly communicated to stroke survivors, and insufficient patient-centered approaches suggest potential gaps in the rehabilitation system. Additionally, timing of rehabilitation plans often does not align with patients’ needs, indicating a need for more adaptable and responsive rehabilitation pathways

Digital kompetenceudvikling gennem udviklingslaboratorier

I artiklen beskrives og analyseres, hvordan kompetenceudvikling af undervisere i teknologiforståelse på læreruddannelsen har fundet sted gennem anvendelse af et laboratorieformat. Indholdsmæssigt har kompetenceudviklingen skullet favne en teknologisk, en fag-faglig og en almendidaktisk indholdsdimension. I projektet har man taget udgangspunkt i udviklingslaboratoriet som et sted, der er afgrænset fra den almindelige verden, hvor deltagerne kan stille nye typer af spørgsmål gennem et praktisk arbejde med undersøgelser og eksperimenter, og hvor formatet potentielt kan transformere undervisningspraksis, idet der er åbne rammer for at eksperimentere. Det undersøges, hvordan deltagerne omsætter laboratorieformatet i praksis. Den indledende tese er, at udviklingslaboratoriet udgør et løst defineret format, der i høj grad formes af både koordinatorer og deltagere. Disse processer analyseres i artiklen som artikulationsarbejde, dvs. koordinerende og strukturerende arbejde, der udføres for at få praksis til at fungere. Med afsæt i observations- og interviewdata undersøges forskellige aktør-perspektiver ifm. udviklingslaboratorierne, og herigennem illustreres en mangfoldighed af perspektiver og oplevelsesarenaer. På baggrund af analyserne konkluderes det, at det er muligt at realisere formatet ift. intentionen, men også at implementeringen af formatet i en mere rutinemæssig form medfører større udfordringer.The article describes and analyzes how a laboratory format has been used in lecturers’ professional development in a nationwide project on technological literacy and computational thinking (in Danish “teknologiforståelse”) in teacher training programs. In terms of content, the professional development activity needs to embrace both a technological, a subject-related and a teaching-and-learning dimension. In the project, the point of departure was the idea of the laboratory as a place demarcated from the ordinary world, where participants can ask new types of questions through practical work with investigations and experiments, and where the format is potentially transformative for teaching practice, as the format offers a framework which is open for experimentation. The article studies how participants implement (enact) the laboratory format in practice. The initial thesis is that the development laboratory is a loosely defined format that, to a large degree, is shaped by both coordinators and participants. The article analyses these processes as articulation work, i.e., coordination and structuring work that is performed to make practice work. Different actor perspectives related to the development laboratories are examined based on observations and interview data. Through this, a diversity of perspectives and experiences are illustrated. Based on the analyses, it is concluded that it is possible to realize the laboratory format according to its intentions, but also that the implementation of the format in a more routinised form entails greater challenges

Genotoxic effect induced by hydrogen peroxide in human hepatoma cells using comet assay

Background: Hydrogen peroxide is a common reactive oxygen intermediate generated by variousforms of oxidative stress. Aims: The aim of this study was to investigate the DNA damage capacity ofH2O2 in HepG2 cells. Methods: Cells were treated with H2O2 at concentrations of 25 μM or 50 μM for5 min, 30 min, 40 min, 1 h or 24 h in parallel. The extent of DNA damage was assessed by the cometassay. Results: Compared to the control, DNA damage by 25 μM and 50 μM H2O2 increasedsignificantly with increasing incubation time up to 1 h, but it was not increased at 24 h. Conclusions:Our Findings confirm that H2O2 is a typical DNA damage inducing agent and thus is a good modelsystem to study the effects of oxidative stress. DNA damage in HepG2 cells increased significantlywith H2O2 concentration and time of incubation but later decreased likely due to DNA repairmechanisms and antioxidant enzyme

Centralized biogas plants combine agricultural and environmental benefits with energy production

The concept of centralized biogas plants has been developed in Denmark. At present, 10 plants are in operation with capacities ranging from 50 to 500 tonnes of biomass per day. The biomass consists of approximately 80% manure co-digested with 20% organic waste from abattoirs and various food industries. The effluent is returned as nutritionally defined fertilizer, partly to the farms that supply fresh manure, and partly to other crop farmers. The plants are sited to ensure that the energy can be utilized, mainly for CHP generation. The heat is used for district heating of urban communities. Operational experience shows considerable increases in gas production primarily due to co-digestion of the manure with organic wastes. Possibilities of process regulation have been revealed, and stable thermophilic digestion has been achieved. A two-step process has turned out to be advantageous, the second step being lower temperature post digestion. Environmental and agricultural benefits include savings for farmers, improved fertilization efficiency, less greenhouse gas emission, and cheap, environmentally sound waste recycling. The working economy of the centralized biogas plants has improved, but there is still a need for further reductions in running costs if financially competitive plants are to be created without public investment grants.</jats:p