Muligheder og barrierer for brug af økologiske ingredienser i skolemadsordninger

The report considers the following aspects: 1. The arguments that two Danish municipalities mention in relation to using, or choosing not to use, organic ingredients in school meal systems. 2. The reasons for school meal companies to use, or not to use, organic ingredients in their production as well as the challenges they meet in relation to organic food. In relation to analyzing how the municipalities organize the school meal systems, we include issues such as the most common arguments used to legitimize their choice of meal system, objectives, involvement of users, most relevant decision makers etc. In the case of school meal companies, the project includes an analysis of barriers such as economy, supply of organic ingredients, structural conditions, cooperation with municipalities etc

Perceptions of public relations in Australian Aboriginal community-controlled non-profit organisations

This thesis examines how staff working within Aboriginal community-controlled non-profit organisations (ACCOs) perceive and practice Public Relations (PR), and foregrounds how ACCO staff, in the role as the organisations’ key communicators, can be seen as facilitating communicative processes of social change that lead to positive social outcomes within Australian Aboriginal communities. This relationship between PR and social change has been increasingly acknowledged in scholarship. Although most of the PR literature continues to focus on the management of communications between organisations and their publics, recent scholarship sheds light on PR’s influence on society and culture, and vice versa. This indicates PR is more than just a practical tool for an organisation. Rather, PR has the potential to be a much-needed voice for marginalised groups in society. More specifically, this thesis explores PR in the non-corporate environments of the Indigenous sector in Perth, Western Australia. A selection of six ACCOs based in the metropolitan area of Perth represent the sample, and seven ACCO staff members participated in this research. Drawing on a postcolonial theoretical framework and employing a qualitative research approach and Indigenous methodology, this thesis found that ACCOs predominantly practice PR-like activities in reactive ways on an ad hoc basis due to their limited communicative resources or lack of knowledge on how to integrate PR into their organisational structure. It was further established that short-term government funding programs challenge the ACCOs’ ability to budget for PR. A key finding was the importance of Aboriginal culture and kinship systems that must be factored in to understanding the ACCOs’ working environments and ways of communicating with members, communities and other stakeholders. This thesis calls for further research and development of theoretical frameworks embracing and extending the cultural diversity of PR practices. Moreover, it contends that there is a need to introduce culturally sensitive and sector-specific PR that sheds light on Indigenous contexts particularly within postcolonial societies, as PR holds the potential to give voice to and drive social change for minorities in our communities locally and abroad

Academic Writing Development of Master’s Thesis Pair Writers: Negotiating Writing Identities and Strategies

This article provides insights into how writing a Master’s thesis in pairs affects students’ development and identity construction as academic writers (Burgess & Ivanič’s, 2010). Data consist of self-recorded dialogues between four pairs of Danish Master’s thesis writers at the start, middle and end of their thesis writing process. Data were coded thematically using grounded theory methods (Charmaz, 2006) and the resulting empirically grounded themes informed a discourse analysis of the material (Laclau & Mouffe, 2001). The findings suggest that those writing a Master’s thesis in pairs negotiate and assign largely fixed writing identities at an early stage that serve as a way of creating boundaries and building trust, allowing the students to write, provide feedback and revise text in shared documents. Each pair develops a set of writing strategies focused on setting and maintaining boundaries, thereby ensuring that the joint pair writer identity is not threatened. The article discusses how this strategy is embedded in a wider Master’s thesis discourse that draws heavily on concepts such as autonomy and independence and thus might not lend itself easily to the articulation of a joint identity as a writing pair

Når kunstig intelligens bliver en del af vejledningsrummet

What happens to supervision, the students and the supervisors when artificial intelligence enters the supervision space? The use of generative language models (Large Language Models), such as ChatGPT, has rapidly become a part of the reality within educational institutions (Malmström et al., 2023). Generative AI represents an entirely new actor in the supervision process, potentially influencing not only the subject matter but also work processes and relationships. The supervision space is expanding with technology that necessitates a renegotiation of what we understand by terms like originality, writing, and plagiarism within an educational context (Dehouche, 2021; Anson, 2022). Simultaneously, the relational and interpersonal dimensions of supervision are also affected (Nordentoft et al., 2020) when texts, text feedback, and other communication between supervisors and students are entirely or partially generated by artificial intelligence. To navigate this expanded supervision space, supervisors must consciously and reflectively consider both their own and their students' range of actions, as well as the implications for the future of supervision.Abstract Generativ kunstig intelligens (GAI) er en helt ny aktør i vejledningen, som potentielt påvirker både vejledningens genstand, arbejdsprocesser og relationer. For vejledningsrummet udvides med en teknologi, der kalder på en genforhandling af, hvad vi i en uddannelseskontekst forstår ved begreber som originalitet, skrivning og plagiat (Dehouche, 2021; Anson, 2022). Samtidig påvirkes også den relationelle og interpersonelle dimension af vejledningen (Nordentoft et al., 2020) i det øjeblik, hvor tekster, tekstfeedback og anden kommunikation mellem vejleder og vejledte helt eller delvist genereres af kunstig intelligens. For at kunne navigere i dette udvidede vejledningsrum må vejledere forholde sig bevidst og reflekteret til egne og studerendes handlemuligheder - og til implikationerne for fremtidens vejledning

DUT Guide om akademisk skrivning

At kunne skrive er ikke bare en forudsætning for at kunne bestå eksamener på videregående uddannelser, det er også en metode til at lære sit fag og kunne gå i dialog med det. Alligevel er systematiske indsatser på området relativt sjældne på danske videregående uddannelser. Det betyder, at den enkelte underviser kan opleve at stå alene med opgaven med at støtte de studerende i at opbygge de nødvendige skrivekompetencer. På baggrund af forskningslitteratur præsenterer artiklen ni tips til at understøtte udviklingen af akademiske skrivekompetencer og læring henvendt til undervisere. Rammen er et undervisningsforløb, og tipsene kan også bruges i vejledningen

’’Nu siger jeg bare ikke noget selv” – plagiatkontrolprogrammers oversete negative effekter på universitetsuddannelserne

Hvilke konsekvenser har det for det overvældende flertal af helt almindelige studerende, som ikke plagierer, at universiteterne i dag anvender plagiatkontrolprogrammer og i det hele taget har et stort fokus på plagiat

Group-based exercise in daily clinical practice to improve physical fitness in men with prostate cancer undergoing androgen deprivation therapy:study protocol

INTRODUCTION: Level 1 evidence supports the use of supervised exercise to mitigate the adverse effects of androgen deprivation therapy (ADT) in men with prostate cancer. The data, however, have been generated in controlled research settings and might not be transferable to daily clinical practice. This article describes the design of an ongoing prospective observational study to evaluate the potential benefits of exercise in daily clinical practice. METHODS AND ANALYSIS: Men diagnosed with prostate cancer starting or already receiving ADT at our facility are invited to participate in a 12-week exercise programme implemented as the standard of care. Exclusion criteria are opioid-demanding treatment for skeletal pain, an Eastern Cooperative Oncology Group (ECOG) performance status above 2 or the inability to perform floor and machine exercises independently. The intervention consists of an initial educational session of 1½ hours followed by 12 weeks of group-based supervised training two times a week. The focus of the exercise is progressive resistance training in combination with aerobic training. Participants are measured at baseline, after 12 weeks and after 24 weeks as part of the programme. Primary endpoints of this study are changes in physical fitness evaluated by the 30 s Chair-Stand Test and Graded Cycling Test with Talk Test. Secondary endpoints include changes in quality of life, body composition and safety of exercise. Inclusion started in August 2014, with 169 participants being included by December 2015. ETHICS AND DISSEMINATION: The study has been reviewed by the Scientific Ethical Committee of the Capital Region of Denmark (reference number H-3-2013-FSP39). The results of the study will be published in peer-reviewed international journals and will be presented at national and international conferences and symposiums. TRIAL REGISTRATION NUMBER: NCT02631681; Pre-results

Mobilapplikationers potentiale til understøttelse af specialeprocessen

Med afsæt i en case om udviklingen af en mobilapplikation til at understøtte specialestuderendes proces argumenterer artiklens forfattere for, at der eksisterer et stort og uudnyttet potentiale i forhold til at udvikle læringsunderstøttende apps til smartphones, ikke mindst når det gælder læreprocesser, der foregår uden for skemalagte undervisningsforløb på universitetsuddannelserne, såsom specialeforløbet. En gennemgang af den pædagogiske litteratur om specialeprocessen skaber grundlag for at vie begreberne personalisering og motivation særlig opmærksomhed i forhold til specialeapp-casen. Central to this article is the case of developing a mobile application to support the process of writing a Master’s thesis. The authors argue for the existence of a large and unexploited potential in respect to developing academic learning apps for smartphones, especially apps supporting learning processes that do not take place within scheduled university courses, such as the process of writing the Master’s thesis. A review of the pedagogical literature on this process serves as the basis for bestowing special attention to the concepts of customization and motivation in the case of the Master’s thesis app

Udvikling af studerendes akademiske skrivekompetencer – en model for en indsats på fakultetsniveau

I artiklen præsenteres en model for, hvordan den faglige ledelse på enkeltuddannelser og den faglige ledelse på tværs af flere uddannelser (her konkret et helt fakultet) kan igangsætte arbejdet med udviklingen af de studerendes akademiske skrivekompetencer på en måde, der både er forankret i de enkelte faglige miljøer og samtidig muliggør opsamling af erfaringer og behov på tværs af fag. Modellen er udviklet og afprøvet i forbindelse med et projekt afviklet i efteråret 2015 i samarbejde med samtlige syv institutter på Aarhus BSS ved Aarhus Universitet. Særligt fremhæves tre af modellens styrker: 1. Modellen faciliterer, at flere centrale faglige aktører involveres i arbejdet med at understøtte de studerendes skrivekompetencer, 2. Modellen giver indsigt i studerendes aktuelle udfordringer og behov på tværs af et fakultet (her i form af 354 skriftlige evalueringer) og 3. Modellen har vist potentiale til at motivere fagene til at fortsætte arbejdet med at understøtte de studerendes skrivekompetencer på egen hånd og tilføre nødvendig viden til dette fortsatte arbejde. This article presents a model for initiating development of academic writing skills in a manner that is both embedded in the disciplines and makes it possible to gain insight into students’ experiences and needs across departments. The model is developed and tested in the fall 2015 with all 7 departments at Aarhus BSS, Aarhus University. Three of the models strengths are emphasized: 1. The model facilitates the involvement of central players regarding the task of supporting students writing skills, 2. The model enables insight into the challenges and needs of student writers across faculty (the form of 354 written evaluations) and 3. The model has shown potential to motivate departments to continue to focus on developing students’ writing skills