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This thesis investigates how teachers can be supported in developing innovative, pedagogic designs in contexts of including technology-based interventions for learners with developmental and attention difficulties. The Ph.D. thesis consists of seven research papers, which are gathered in the separate publication: Expanding Scenarios for Visible Learners – the research behind. The dissertation framework falls into two parts. The first part contains the theoretical and methodological basis behind the accomplished research. Second part presents and reflects the articles separately, and combines conclusions from those into a model for utilising technologies to promote inclusion of this target group of learners. While the research articles primarily address teachers and provide them with inspiration for what they may do to support learners with developmental and attention difficulties, the meta reflection to a greater extent applies gatekeepers around teachers as e.g. principals, supervisors, consultants, public servants, or politicians and supply them with a seven-step framework on how teachers may be supported to develop and utilise the beneficial findings from the study. From a context of a nature, in which an including technology-based approach may be implemented, the study identifies as well some challenges and conflicting interest. ; This thesis investigates how teachers can be supported in developing innovative, pedagogic designs in contexts of including technology-based interventions for learners with developmental and attention difficulties. The Ph.D. thesis consists of seven research papers, which are gathered in the separate publication: Expanding Scenarios for Visible Learners – the research behind. The dissertation framework falls into two parts. The first part contains the theoretical and methodological basis behind the accomplished research. Second part presents and reflects the articles separately, and combines conclusions from those into a model for utilising technologies to promote inclusion of this target group of learners. While the research articles primarily address teachers and provide them with inspiration for what they may do to support learners with developmental and attention difficulties, the meta reflection to a greater extent applies gatekeepers around teachers as e.g. principals, supervisors, consultants, public servants, or politicians and supply them with a seven-step framework on how teachers may be supported to develop and utilise the beneficial findings from the study. From a context of a nature, in which an including technology-based approach may be implemented, the study identifies as well some challenges and conflicting interest.

AbstractSystems sciences address issues that cross‐cut any single discipline and benefit from the synergy of combining several approaches. But interdisciplinary integration can be challenging to achieve in practice. Scientists with different disciplinary backgrounds often have different views on what count as good data, good evidence, a good model, or a good explanation. Accordingly, several scholars have reported on challenges encountered in interdisciplinary settings. This chapter outlines how some of the challenges play out in systems biology where disciplinary ideals and domainspecific practices sometime collide. We focus on tensions arising due to differences in epistemic standards between modellers with a background in physics or systems engineering, on one hand, and experimenters with a background in molecular biology on the other. We propose that part of the problem of interdisciplinary integration can be understood as the result of unfounded "disciplinary imperialism" on both sides, in which standards from one discipline are uncritically applied to new domains without recognition of other valid or complementary perspectives. Addressing and explicating the disciplinary background for the different views can help facilitate interdisciplinary collaboration in science and improve science education.

The book examines the emerging approach of using qualitative methods, such as interviews and field observations, in the philosophy of science. Qualitative methods are gaining popularity among philosophers of science as more and more scholars are resorting to empirical work in their study of scientific practices. At the same time, the results produced through empirical work are quite different from those gained through the kind of introspective conceptual analysis more typical of philosophy. This volume explores the benefits and challenges of an empirical philosophy of science and addresses questions such as: What do philosophers gain from empirical work? How can empirical research help to develop philosophical concepts? How do we integrate philosophical frameworks and empirical research? What constraints do we accept when choosing an empirical approach? What constraints does a pronounced theoretical focus impose on empirical work? Nine experts discuss their thoughts and empirical results in the chapters of this book with the aim of providing readers with an answer to these questions.

Deux collègues danois, Hanne Leth Andersen et Lars Damkjær, tous deux professeurs de français, ont fait une simulation de l'enseignement des langues pour leur pays à partir des prévisions démographiques de l'ONU (juillet 2015) pour la suite de ce vingt et unième siècle. À quoi ressemblera le monde de demain et, en conséquence, quelles langues doit-on apprendre au Danemark ? Quelles réflexions peut-on en dégager pour le Québec ? Voici donc en premier lieu leur texte, suivi d'un commentaire qui s'interroge sur une politique de l'enseignement des langues au Québec en regard des statistiques de l'ONU.

I dette nummer anmeldes følgende: "Børn i sammenbraget familier. Et studie af forældreskab som social konstruktion" (Mai Heide Ottosen), "Arbejdsmarkedsstyrelsen 1997" (Ruth Emerek m.fl. (red.)), "Køn & Løn" (Lis Højgaard), "Tegnet på kropppen" (Dorte Marie Søndergård), "Stadser" (Rune Gade), "Dolken og såret" (Jens Hougaard), "Litteratur og kjønn i Norden" (Helga Kress (red.))

Abstract
Emergence of SARS-CoV-2 variants and waning of vaccine/infection-induced immunity pose threats to curbing the COVID-19 pandemic. Effective, safe, and convenient booster vaccines are in need. We hypothesized that a variant-modified mucosal booster vaccine might induce local immunity to prevent SARS-CoV-2 infection at the port of entry. The beta-variant is one of the hardest to cross-neutralize. Herein, we assessed the protective efficacy of an intranasal booster composed of beta variant-spike protein S1 with IL-15 and TLR agonists in previously immunized macaques. The macaques were first vaccinated with Wuhan strain S1 with the same adjuvant. A total of 1 year later, negligibly detectable SARS-CoV-2-specific antibody remained. Nevertheless, the booster induced vigorous humoral immunity including serum- and bronchoalveolar lavage (BAL)-IgG, secretory nasal- and BAL-IgA, and neutralizing antibody against the original strain and/or beta variant. Beta-variant S1-specific CD4+ and CD8+ T cell responses were also elicited in PBMC and BAL. Following SARS-CoV-2 beta variant challenge, the vaccinated group demonstrated significant protection against viral replication in the upper and lower respiratory tracts, with almost full protection in the nasal cavity. The fact that one intranasal beta-variant booster administrated 1 year after the first vaccination provoked protective immunity against beta variant infections may inform future SARS-CoV-2 booster design and administration timing.