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This paper presents an insight into two Farsi complementary language classrooms in Copenhagen, Denmark, characterised by political sensitivities. We illustrate a number of characteristic features of the classrooms concerning language use, pedagogical methods and cultural phenomena, which were related to key adults' preferences, and we consider possible interpretations of them as indexical signs. In particular, we emphasise ideological interpretations (e.g. the monolingualism norm and language purism) and we relate the classroom characteristics to the contemporary state of Iran as well as to the time and place in which the classes occurred. We analyse both explicit metapragmatic messages and implicit ways of indicating ideologies, and see both types as characterised by avoidance of particular referents, that is, by unmentionables. [ABSTRACT FROM AUTHOR]

This paper examines the sources of differences in social mobility between the US and Denmark. Measured by income mobility, Denmark is a more mobile society, but not when measured by educational mobility. There are pronounced non-linearities in income and educational mobility in both countries. Greater Danish income mobility is largely a consequence of redistributional tax, transfer, and wage compression policies. While Danish social policies for children produce more favorable cognitive test scores for disadvantaged children, they do not translate into more favorable educational outcomes, partly because of disincentives to acquire education arising from the redistributional policies that increase income mobility. [ABSTRACT FROM AUTHOR]

Aim This paper describes the development, implementation and evaluation of a semester-long exchange program between two Bachelor of Science in Nursing programs in the USA and Denmark. Background Nurses globally need to provide culturally sensitive care for an ethnically diverse population. Competencies on how to do so should start in basic nursing programs. A useful strategy is through immersion into another culture through an exchange program. Little is known about successful strategies for two-way or 360° exchange programs between schools from different countries. Guided by experiential learning theory, we developed an exchange program with the objective of enhancing nursing students' cultural competence through knowledge building, attitudes and behaviour development. Lessons learned and implications for educational institutions and policy are discussed. Conclusion In internationalization of nursing education, an awareness of underlying cultural values regarding nursing competence and taking appropriate action are important for success. Other areas for a successful exchange program include matching of courses or content across schools, clear objectives and evaluation plans. Finally, flexibility and open communication are key components when setting up a 360° exchange program. [ABSTRACT FROM AUTHOR]

Over the past decade, the number of ethnic minorities in Denmark has increased rapidly, now accounting for over 8 per cent of the total population. This paper presents results from a number of recent studies regarding the educational choices of minority children from less developed countries. An important social concern is that the educational attainment of these children is much lower than among native Danes. The studies show that that a main reason for the education gap is very high dropout rates from vocational schools among minority children and that inadequate Danish language proficiency of immigrants, parents and their children, is an important reason for the high dropout rates, as are inadequate educational preparedness from grade school and insufficient apprenticeship positions available for minority youth. Socio-economic background, however, has relatively little effect. Recent policy changes to reduce dropout rates from vocational schools are reviewed and additional policy interventions are proposed. [ABSTRACT FROM AUTHOR]

The educational gap between children in out‐of‐home care and their non‐placed peers is well‐documented. However, tutoring stands out as a promising intervention to raise children's educational attainment in out‐of‐home care. This study randomized 105 children in foster care (62% girls, aged 7–15 years [M = 10.3, SD = 2.0]) to the home tutoring program Foster Caregivers as Tutors (FCT) or regular public school services (treatment as usual [TAU]). In the FCT group, the foster caregivers tutored the children for 2.5 h/week for 40 weeks. The program effect is measured in learning and developmental outcomes, including reading and math ability, learning skills, IQ, executive function, and psychosocial function. Follow‐up was 17.5 months after baseline. The results show a significant effect over time in both groups on IQ (effect size [ES] = 0.40, P < 0.001), verbal comprehension (ES = 0.29 P = 0.02) and perceptual reasoning (ES = 0.60, P < 0.001) measured by WISC IV. Neither the FCT nor TAU provided any significant academic recovery in reading and math nor progression in executive function, learning skills or psychosocial function. These findings, implications for practice and future efforts to support the schooling of children in out‐of‐home care are discussed. [ABSTRACT FROM AUTHOR]

This paper is a report of an interview study exploring psychiatric hospital nursing staff members' reflections on participating in supervision. Clinical supervision is a pedagogical process designed to direct, develop, and support clinical nurses. Participation rates in clinical supervision in psychiatric settings have been reported to be relatively low. Qualitative research indicates that staff members appreciate clinical supervision, but paradoxically, do not prioritize participation and find participation emotionally challenging. Little is known about these contradictory experiences and how they influence participation rates. Twenty-two psychiatric hospital nursing staff members were interviewed with a semistructured interview guide. Interview transcripts were interpreted by means of Ricoeur's hermeneutic method. The respondents understood clinical supervision to be beneficial, but with very limited impact on their clinical practice. Neither management nor the staff effectively prioritized clinical supervision, which added to a downward spiral where low levels of participation undermined the potential benefits of clinical supervision. The respondents embraced and used alternative forums for getting emotional support among peers, but maintained that formalized supervision was the only forum for reflection that could solve the most difficult situations. [ABSTRACT FROM AUTHOR]

Previous research suggests that young adults from out‐of‐home care (OHC) are at high risk of low education and unemployment. However, there are no studies on their risk of long‐term NEET (Not in Employment, Education or Training). This study compared the risk of NEET at age 21–23 among OHC youth across Denmark, Finland and Sweden, using register data for an entire birth cohort born in 1987. The Nordic countries share many features, but there are differences in the provision of after‐care support and in the linkage between the educational system and the labour market. The results show that about a fourth in Denmark and Sweden and a third in Finland were NEET, suggesting that the welfare systems were not able to compensate for the OHC youth's childhood disadvantages. To a significant extent, the excess risk of NEET was attributed to poor school performance. Implications for research, policy and practice are discussed. [ABSTRACT FROM AUTHOR]

In the last decade experiments with decentralized democratic governance and citizen involvement have been launched throughout Europe in functional domains as varied as housing, environmental planning, primary schools and care for the elderly. This article analyses such democratization processes through the lense of cultural theory as formulated by Thompson, Ellis and Wildavsky (1990). It argues that cultural theory provides a framework for understanding why formal democratic rights and rules are not necessarily matched by democratic images among actors. It draws on empirical material from the Danish social housing sector, which is widely recognized for its decentralized governance system and extensive tenant involvement. [ABSTRACT FROM AUTHOR]

"Early intervention" has been a mantra in recent debates about human capital investment. Strong theoretical models motivate this focus by predicting that investment in children is most cost‐effective when they are young. The "Heckman curve" summarizes this idea visually (Heckman, 2006). However, hardly any reviews scrutinize this hypothesis empirically in modern welfare states such as those in Scandinavia that already invest heavily during early childhood. Any such review is ideally based on interventions conducted as randomized controlled trials (RCTs), set in the same welfare state, and comparable across ages through cost‐standardized effects. This meta‐analysis assembles cost‐standardized effect estimates from 10 RCTs, including a total of 18 intervention arms and 30,578 participants (aged 1.5–24 years), conducted by the same research center in the Scandinavian welfare state of Denmark. These interventions show significant effects relative to their costs, despite the large baseline investment level. Interventions targeted at younger children tend to produce larger effects, consistent with the Heckman curve. However, variation in the effect size within age groups is as large as it is across age groups. This indicates that both the quality and timing of investments matter and that "early interventions" are not necessarily superior to later interventions. [ABSTRACT FROM AUTHOR]

Detailed, longitudinal ethnographic approaches that explore how school success and failure evolve as interdependent sociohistorical positions are important for understanding how such processes affect unintended educational inequity in schooling. This study describes how one student comes to inhabit the identity of a disruptive student relative to a classmate who gradually comes to be viewed as the smarter student. Dette studie dokumenterer, hvordan en elev går fra at blive opfattet som en 'dygtig' elev til at blive opfattet som en 'forstyrrende' elev i løbet af folkeskolens mellemtrin. Det sker som en konsekvens af, at en anden elev over tid overtager rollen som klassens 'dygtigste' elev. Sådanne relationer mellem elevers sociale rolledannelser udvikler sig i socio‐historisk kontekst. Studiet viser, hvordan longitudinal sproglig etnografi hjælper os med at forstå og forklare, hvordan relationelle rolledannelsesprocesser kan skabe utilsigtet ulighed i skolen. [ABSTRACT FROM AUTHOR]

Education increases political engagement because it bolsters motivations and cognition on the one hand, and relative resources on the other. However, personality traits have recently been found to partially confound the education effect. Focusing on internal and external political efficacy allows us to disentangle the different effects of education. It is argued in this article (a) that personal dispositions confound the cognitive and motivational effect of education, which is the predominant effect of education on internal efficacy, but not resource effects which are important for external but not internal efficacy; and (b) that resource effects are context-dependent whereas cognitive and motivational effects are not. Accordingly, the article shows that the competitive context in which individuals find themselves conditions the effect of education on external, but not on internal, efficacy. [ABSTRACT FROM AUTHOR]

Background Patient education programmes for a range of chronic conditions are widely implemented, but studies have shown that not all participants benefit equally from the patient education programmes. Aim To explore differences in how persons with diabetes experience diabetes-related patient education programmes. Methods Qualitative in-depth interviews were conducted with eleven participants 6 months after participation in patient education. Using thematic analysis, we identified three themes: programme elements, interactions between participants and the role of facilitators. We used Alonzo's theory of Everyday Illness Behaviour and reported restrictions in daily activities to categorise seven participants as 'healthy' and four as 'ill' and compare their experiences of patient education. Results Although all participants identified information on diet and exercise as the most beneficial programme element, healthy participants found this information easy to understand and apply to make healthy changes in their daily lives. Ill participants found the information difficult to understand and were much less likely to implement related changes. Healthy participants valued social interactions occurring during interactive programme components such as weigh-in sessions, physical exercise and cooking classes. In contrast, ill participants did not value these social interactions. Healthy participants also tended to view programme facilitators more positively. Regardless of disease status, participants found it motivating to compare their health status to that of participants they perceived as more ill than themselves. Conclusion Patient education experiences differ according to self-perceived disease status. Programme facilitators should be sensitive to the possibility that participants who are more ill may be less likely to perceive patient education as beneficial and implement new behaviours. Knowledge about factors leading to differences in patient experiences of chronic disease self-management education programmes is essential for the development of programmes that benefit all patients. Future research should explore the value of programmes differentiated for participants with different levels of health. [ABSTRACT FROM AUTHOR]

Objective: The U-shaped association between body mass index (BMI) and mortality may depend on other traits with permanent health effects. Whether the association between BMI and mortality depends on levels of health-related traits known to be inversely associated with mortality throughout adult life such as height, intelligence, and education was investigated.Methods: The study was based on a cohort of young men with data on weight, height, intelligence test score, and education from the Danish Conscription Database. In total, 346,500 men born 1939 to 1959 were followed until December 2013. The association between BMI and mortality was analyzed using Cox-regression models including interactions between BMI and height, intelligence, and education, respectively.Results: BMI and mortality showed the U-shaped association from the start of the follow-up period, and it persisted through the subsequent 56 years. As expected, the mortality was inversely associated with height, intelligence, and education, but the U shape of the association between BMI and mortality was unaffected by the levels of these traits except at higher BMI values, where the slopes were steeper for men with higher levels of height, intelligence, and education.Conclusions: High and low BMI was associated with higher mortality throughout life regardless of the levels of height, intelligence, and education. [ABSTRACT FROM AUTHOR]

Aims To estimate the association between educational status and alcohol-related somatic and non-somatic morbidity and mortality among full siblings in comparison with non-related individuals. Design Cohort study. Setting Denmark. Participants Approximately 1.4 million full siblings born in Denmark between 1950 and 1979 were followed from age 28-58 years or censoring due to alcohol-related hospitalization and mortality. Measurements Cox regression analyses were used to estimate associations of educational status with alcohol-related outcomes. Results from cohort analyses based on non-related individuals and inter-sibling analyses were compared. Findings A lower educational status was associated with a higher rate of alcohol-related outcomes, especially among the youngest (aged 28-37 years) and individuals born 1970-79. Compared with the cohort analyses, the associations attenuated slightly in the inter-sibling analysis. For example, in the cohort analysis, females with a basic school education born 1970-79 had an increased rate of alcohol-related non-somatic morbidity and mortality [hazard rate ratio (HR) = 4.05, 95% confidence interval (CI) = 3.27-5.02] compared to those with a vocational education. In the inter-sibling analysis, the HR attenuated (HR = 2.66, 95% CI = 1.95-3.63). For alcohol-related somatic outcomes the corresponding figures were HR = 3.47 (95% CI = 2.63-4.58) and HR = 3.36 (95% CI = 2.10-5.38), respectively. In general, the associations were stronger among females than males (aged 28-37) in the analyses of alcohol-related non-somatic outcomes. Health conditions earlier in life explained only a minor part of the associations. Conclusions The association between educational status and alcohol-related somatic and non-somatic morbidity and mortality is only driven by familial factors to a small degree. [ABSTRACT FROM AUTHOR]

While performance management is increasingly widespread, we still know little about how performance information generates learning and affects organizational responses. Recent work on performance information and learning in private business organizations, however, suggests that perceived negative performance triggers important strategic responses related to problem identification, search, and change. In turn, how performance is perceived depends on whether performance falls short of aspiration levels that are based on an organization's historical performance and the performance of peer organizations. This article adapts this model to a public sector context and tests one implication of the model, namely that public managers will increase their prioritization of goals that are currently performing below aspirations. This question is central to the study of public organizations pursuing multiple and democratically contested goals. Empirical findings based on administrative performance data and a survey of Danish school principals support this prediction. [ABSTRACT FROM AUTHOR]

The last two decades of the nineteenth century witnessed an apparent revolution in art education in Denmark with the establishment of the 'Free Schools', a group of alternative schools that provided students with a choice other than the Royal Academy. The most important of these schools, the Kunstnernes Studieskole ( Artists' Study School, established in 1882), was subsidised by the government and headed by Laurits Tuxen, P. S. Krøyer, and Kristian Zahrtmann, Academy-trained artists who modeled the school's education on the French atelier system. The debate that formed the Study School was at its core one of democratization, which was perceived to be synonymous with international modernism. Yet its artists functioned within a network of fluid roles designed to openly augment the existing pedagogical structure from within - a specifically Danish phenomenon. This article proposes an alternative framework for late-nineteenth-century Danish art education systems that situates the Study School within the context of Danish culture and as an extension of the social democratic tendencies proliferating at this time, which were significantly influenced by the preacher N. F. S. Grundtvig. Danish artists' actual situation had more to do with assimilating a myriad of local and international impulses into a specifically Danish version of modernism. [ABSTRACT FROM AUTHOR]

Scand J Caring Sci; 2011; 25; 394-403 A Danish study compared three different outpatient settings for persons with rheumatoid arthritis (RA). All participants completed a short course before random allocation to one of three groups. A third of the patients continued with planned medical consultations. A third was allocated to a shared care setting with no planned consultations. The final third was allocated for planned nursing consultations every 3 months. Little knowledge exists of patients' experiences at different outpatient settings. (1) To explore the patients' experiences of participation in the course and one of the three different outpatient settings and (2) to explore whether some of these experiences can explain possible changes in self-efficacy beliefs. In total six focus group interviews were carried out with 33 participants from the three settings. The interviews and the analysis were inspired by phenomenological philosophy. On the short course the participants felt understood, gained new insights and some changed behaviours after attendance. Important themes in experiences from the three outpatient settings were: (1) continuity and relationships with health professionals, (2) a need for others to take control, and (3) contact with health professionals. The nursing consultations were experienced as less factual and less authoritarian than the medical consultations. The participants in the shared care setting had a lack of confidence in the GP's competence to manage their RA. However, they felt responsible for taking action in case of a flare up. The study provided opportunities to enhance the participants' self-efficacy beliefs. When planning follow-up care, the focus needs to be on continuity, the interpersonal relationship and easy access to health professionals with thorough knowledge of RA. A short course and consultations with nurses and hospital doctors can enhance patients' self-efficacy and thereby strengthen their confidence to assess and manage their own disease. [ABSTRACT FROM AUTHOR]

This study examines employment access, class attainment, and earnings among native-born and first-generation immigrants in Denmark using Danish administrative data from 2002. Results suggest large gaps in employment access between native-born Danes and immigrants, as well as among immigrant groups by country of origin and time of arrival. Non-Western immigrants and those arriving after 1984 are at a particular disadvantage compared to other immigrants, a finding not explained by education differences. Immigrants are more likely to be employed in unskilled manual jobs and less likely to be employed in professional and intermediate-level positions than native-born Danes, although the likelihood of obtaining higher-level positions increases as immigrants' time in Denmark lengthens. Class attainment and accumulated work experience explain a significant portion of native-immigrant gaps in earnings, but work experience reduces native-immigrant gaps in class attainment for lower-level positions only. The Danish 'flexicurity' model and its implications for immigrants living in Denmark are discussed. [ABSTRACT FROM AUTHOR]

Objective. To implement and evaluate a simulation-based training program. Design. Descriptive. Study period: June 2003-June 2006. Setting. Obstetric Department, Copenhagen University Hospital, Rigshospitalet, Copenhagen, Denmark. Population. Two training sessions were provided for all health professionals including doctors, midwives, auxiliary nurses, and 147 out 156 participants (94%) took part in the first training session and 192 out possible 201 (96%) took part in the second session. Methods. An intervention study of the impact of simulation-based training in management of postpartum bleeding, shoulder dystocia, basic neonatal resuscitation, and severe preeclampsia. Main outcome measures. Before, just after and 9-15 months following the training, data were collected on the confidence and stress levels relating to the carrying out of certain procedures. In addition, a written objective test on basic neonatal resuscitation was administered. Data on any changes in work-routines experienced by the participants were obtained by open-ended questions. Registry data from the Danish Medical Birth Registry and from the hospital administration were included in the analysis. Results. Ninety-two percent of all respondents had a positive attitude toward the training program. They considered management of shoulder dystocia, preeclampsia, and neonatal resuscitation less stresful and less unpleasant to perform after training. Confidence scores for all the trained skills improved significantly. A significant association was found between confidence in neonatal resuscitation and numbers of correct answers in the objective test. More than 90% found the training to have had a positive influence on their work. The need for organizational changes in the department became evident and necessary changes were implemented. Sick leave amongst midwives diminished significantly during the study period. Conclusions. A comprehensive evaluation of a mandatory simulation-based program, implemented in a obstetric department, demonstrated a positive impact at individual and organizational levels. [ABSTRACT FROM AUTHOR]

The individual camps within the new institutionalist paradigm generally argue that every political actor operates within a specific framework of opportunities and that the physical environment in which bargaining takes place is very important to understanding political outcomes. This article uses three of the new institutionalisms to answer two important questions concerning minority-protecting institutions in the national constitutions of Denmark (Article 42) and Finland (Section 66). First, why were such institutions developed? Second, why were these institutions ultimately removed in Finland, but not in Denmark? For both countries, it is argued in this article that historical and discursive institutionalism are useful for understanding why such protections were originally considered necessary by particular political groups in society: the rise of socialism during the late twentieth and early twenty-first centuries compelled non-reformist parties to push strongly for constitutional change that would legalize powerful procedural tools that could delay and potentially reverse policy decisions passed in parliament. However, the article invokes rational choice institutionalism to explain why the outcomes in terms of the use of such institutions differed over time in the two countries: differences concerning the scope and timing of the relevant procedures compelled opposition parties to utilize them differently. As a result, the legislative process was often stalemated in Finland (and the procedures were subsequently removed in 1992), while in Denmark, the procedures contributed to a parliamentary culture based on consensus and pre-legislative bargaining and hence, still remain. [ABSTRACT FROM AUTHOR]

Current policies are developed through complex and dynamic historical processes and conflicts originating in these processes. In 2002 a new Act on Transparency and Openness in education was put into effect in Denmark. The Act is a formalised system of performance measurement, and introduced a new feature to the governing of the Danish education system. All educational institutions are obliged to publish on the Internet average grades of final examinations. The historical institutional concept of path dependency shows how the outline of the Act is made at an earlier stage. The Act is layered as a new institutional arrangement on top of pre-existing institutions. By focusing on how institutional and political processes interact and are combined, new contributions to historical institutionalism are further developed without considering institutional reproduction and innovation as opposites. It is elaborated how the Act, with respect to certain dimensions, respectively reproduces, breaks with and combines two formerly outlaid paths of education policy and reform policy. [ABSTRACT FROM AUTHOR]