Relevant bibliographies by topics / Copenhagen School

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers

Academic literature on the topic 'Copenhagen School'

Author: Grafiati
Published: 4 June 2021
Last updated: 10 March 2023

Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles

Select a source type:

Consult the lists of relevant articles, books, theses, conference reports, and other scholarly sources on the topic 'Copenhagen School.'

Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.

You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.

Journal articles on the topic "Copenhagen School"

1

Hama, Hawre Hasan. "State Security, Societal Security, and Human Security." Jadavpur Journal of International Relations 21, no. 1 (June 2017): 1–19. http://dx.doi.org/10.1177/0973598417706591.

Full text
Abstract:
Generally speaking, the traditional approach of security mainly regards states as a sole referent object of security and refutes any attempt to broaden the concept of security. This understanding is known as a realist approach. This approach, however, has been recently challenged by the Copenhagen School, the Welsh School, and the human security approach. The Copenhagen School assumes that there is now a duality of security: state security and societal security. However, both the Welsh School and the human security school look at individuals as a sole referent object of security. This article critically reviews the traditional approaches of security, the Copenhagen School, the Welsh School, and the human security approach. This article finally argues that the Copenhagen School could successfully broaden the concept of security, and therefore, it is more convincing when compared to other schools.
APA, Harvard, Vancouver, ISO, and other styles
2

Nielsen, Rikke Skovgaard, and Hans Thor Andersen. "Ethnic school segregation in Copenhagen: A step in the right direction?" Urban Studies 56, no. 15 (July 2, 2019): 3234–50. http://dx.doi.org/10.1177/0042098019847625.

Full text
Abstract:
The Danish school system is based on a general belief in the quality and merits of public schooling. Until 20 years ago, more than 90% of all children attended public school. However, this trend has recently seen a decline because of rising spatial inequalities; nowhere is this more visible than in the major cities, particularly Copenhagen. One visible change has been the rise in the number of children with non-Danish backgrounds in public schools in major cities. Previous studies of Copenhagen showed that, while the level of ethnic residential segregation was moderate, the level of school segregation was remarkably high. The purpose of this paper is to revisit the case of Copenhagen through: (a) quantitatively identifying the level of ethnic school segregation in Copenhagen and the change over the last decade, and (b) qualitatively analysing the considerations regarding the school choice of parents in an ethnically diverse district. The paper identifies decreasing levels of ethnic school segregation in public schools but a markedly higher and increasing level in private schools. The qualitative material points to still-existing concerns regarding specific public schools with high proportions of pupils of non-Danish backgrounds as well as to parents who choose to overlook such concerns and opt for the local public school.
APA, Harvard, Vancouver, ISO, and other styles
3

Brettler, Marc. "The Copenhagen School: The Historiographical Issues." AJS Review 27, no. 01 (April 2003): 1–21. http://dx.doi.org/10.1017/s0364009403000011.

Full text
APA, Harvard, Vancouver, ISO, and other styles
4

Baker, Jennifer L., and Thorkild I. A. Sørensen. "The Copenhagen School Health Records Register." Scandinavian Journal of Public Health 39, no. 7_suppl (July 2011): 87–90. http://dx.doi.org/10.1177/1403494810390727.

Full text
APA, Harvard, Vancouver, ISO, and other styles
5

Mcsweeney, Bill. "Identity and security: Buzan and the Copenhagen school." Review of International Studies 22, no. 1 (January 1, 1996): 81–93. http://dx.doi.org/10.1017/s0260210500118467.

Full text
Abstract:
Since the publication in 1983 of the first edition of People, States and Fear, Barry Buzan's work has established itself—for European scholars, at least—as the canon and indispensable reference point for students of security. His book and the revisions of the second edition (1991) have been the stimulus for further exploration of the security problem at the Centre for Peace and Conflict Research in Copenhagen. Together with Buzan, the collaborators have produced several publications on the security theme, sufficiently interrelated to warrant the collective shorthand, the ‘Copenhagen school’ of security studies.
APA, Harvard, Vancouver, ISO, and other styles
6

BUZAN, BARRY, and OLE WÆVER. "Slippery? contradictory? sociologically untenable? The Copenhagen school replies." Review of International Studies 23, no. 2 (April 1997): 241–50. http://dx.doi.org/10.1017/s0260210597002416.

Full text
APA, Harvard, Vancouver, ISO, and other styles
7

Baker, J. L., L. W. Olsen, I. Andersen, S. Pearson, B. Hansen, and T. I. Sorensen. "Cohort Profile: The Copenhagen School Health Records Register." International Journal of Epidemiology 38, no. 3 (August 21, 2008): 656–62. http://dx.doi.org/10.1093/ije/dyn164.

Full text
APA, Harvard, Vancouver, ISO, and other styles
8

Hansen, Lene, and Helen Nissenbaum. "Digital Disaster, Cyber Security, and the Copenhagen School." International Studies Quarterly 53, no. 4 (December 2009): 1155–75. http://dx.doi.org/10.1111/j.1468-2478.2009.00572.x.

Full text
APA, Harvard, Vancouver, ISO, and other styles
9

سلام, هیمن, and رشيد ياس. "The Community Security according to the theses of the Copenhagen School." Journal for Political and Security Studies 5, no. 2 (December 30, 2022): 11–34. http://dx.doi.org/10.31271/jopss.10063.

Full text
Abstract:
This After the end of the Cold War and the emergence of internal problems such as the division of societies on the basis of ethnicity and nationalism، the escalation of terrorism، the increase in drug abuse and illegal immigration... etc. ، It became clear that security is not only limited to the external security of countries and the national interests. In fact، internal problems، might pose a fundamental threat to the security of societies، the emergence of internal security threat coincided with the emergence of new security schools and theories. The new theories worked to expand the concept of security when they linked between internal and external security. They considered the security of people and communities as a security reference object، alongside state security. One of the main school that give importance to the internal security as a referent object is the Copenhagen school. The concept of community security is one of its main theses. This study examines the causes of insecurity in the societies and examines how the security might be achieved according to the main thesis of Copenhagen school.
APA, Harvard, Vancouver, ISO, and other styles
10

Lylloff, Kirsten. "Kampen om de tyske skoler i Danmark efter 1945." Fund og Forskning i Det Kongelige Biblioteks Samlinger 55 (March 3, 2016): 525. http://dx.doi.org/10.7146/fof.v55i0.118924.

Full text
Abstract:
Kirsten Lylloff: The Struggle on the German schools in Denmark after 1945 In 1945 there were 58 private and 31 public German schools in Southern Jutland [private school and public school are defined following US-standards], all founded after the reunion of the former German region with Denmark in 1920, and one private German school in Copenhagen founded in 1575.Since Hitler’s seizure of power in 1933 a part of the German minority in Southern Jutland openly opposed the Danish hegemony, demanding return of the region to Germany, and part of the Danish majority feared, as a consequence of Germany’s rising power, a German reacquisition of the region, especially after the German occupation of Denmark in 1940. During the occupation 9 new private German schools were build and 10 of the older buildings restored, and the budgets, which always had been partly subsidized from Germany, were raised. Germany’s payment to the schools was drawn on the German-Danish clearing account, which at the end of the war showed a huge deficit for the Danes.With the German surrender 1945 the time was ripe for revenge for the Danish majority, and as a consequence all German schools in Southern Jutland were closed in the summer of 1945.From January 1946 special classes for German-speaking pupils were established in some of the public schools, but it was no success, partly because of local opposition from the Danish majority, and the classes were suspended in the summer of 1946. The private German schools were allowed to reopen from January 1946, but two other post-war laws, which weren’t intended to harm the German schools, in fact closed the schools, as the laws led to the confiscation of the school buildings. The first law resulted in the confiscation of all German property in Denmark. Because mortgages in some of the school buildings were owned by German juridical persons, the Danish custodian for German property seized the mortgages and required them redeemed. The second law intended to force Danish firms, which have had an unreasonable high profit by trading with and servicing the Germans, to repay to the Danish state the excess profit. It meant that the schools were asked to repay all the payments received over the German-Danish clearing account, and as they of course weren’t able to do this, the buildings were confiscated as security. The Danish public school only had the capacity to absorb 1⁄3 of the pupils from the German schools, and for that reason a large part of the children from the German minority couldn’t attend school until after the summer of 1946, where they were allowed entrance to the public school.The German school in Copenhagen, Sankt Petri School, wasn’t exposed to the same national hatred towards all Germans as the schools in Southern Jutland, even though a considerable part of the pupils were German citizens. The reason was probable, that the school was “less visible” in the Copenhagen environment, than the German schools in Southern Jutland. Sankt Petri School had drawn considerable larger amounts from the German-Danish clearing account than all the German schools in Southern Jutland together, most of it used to build a new prestigious school building in Copenhagen, the rest used to salaries to the teachers.Sankt Petri School wasn’t closed, but managed to hold on with a few pupils and by subordinating to the Danish demand, that teaching and examination were done in Danish.At last in 1949 the social democratic government was able to push through, that Sankt Petri School’s debt to the Danish state was eliminated, and from 1959 the school was again allowed to teach and examine in German. In 1949 too, the government allowed that German private schools in Southern Jutland reacquired 13 school buildings. But pupils were not allowed to pass exams, which were meritorious to further education in Denmark, and they were under strict supervision of the local authorities, – the supervision was eventually lifted in 1952.In 1955 the Danish Prime Minister H. C. Hansen and the German Chancellor Konrad Adenauer agreed on the Copenhagen-Bonn Declaration, concerning minority-rights on both sides of the German-Danish border. In this agreement German private schools in Southern Jutland were permitted to pass exams to their pupils, giving them right to further education in Denmark. That was the end of the struggle, equality between German and Danish private schools was a fact. But the struggle had been expensive for the German minority. The number of pupils has never since reached the heights of the period 1920–1945.Especially the social democrats Hartvig Frisch and H. C. Hansen were at the forefront in reestablishing the German schools, the strongest opposition coming from the political parties, Danmarks Kommunistiske Parti and Dansk Samling. Most of the Danish majority in Southern Jutland and a considerable part of the civil servants were against a reopening of the German schools, but the high ranking civil servants in the ministries followed the intentions of the various governments and did what they were told to do by their ministers, whether they were for or against reopening of German schools.
APA, Harvard, Vancouver, ISO, and other styles
More sources

Dissertations / Theses on the topic "Copenhagen School"

1

Wilkinson, Claire. "Interpreting security : grounding the Copenhagen school in Kyrgyzstan." Thesis, University of Birmingham, 2009. http://etheses.bham.ac.uk//id/eprint/1231/.

Full text
Abstract:
This thesis presents a critique of the Copenhagen School's conceptualisation of security via an exploration of the socio-political situation in post-Akaev Kyrgyzstan. Centrally, I consider how different forms of knowledge can inform our interpretations of security. I argue that it is vital to challenge the underlying normative assumptions of the securitization and societal security, which manifest as a disciplinary "Westphalian straitjacket", if we are to produce accounts of places such as Kyrgyzstan that are not founded on stereotypes and untested assumptions. I argue that it is necessary to prioritise context when using theoretical concepts in order to fully situate our research. Adopting an interpretive approach not only in relation to Kyrgyzstan, but also securitization theory, I highlight the pluralities and contradictions of how security means in different settings and on different analytical levels. The issues raised are explored via the reflexive consideration of a number of protests in Bishkek, as well as discussion of the wider socio-cultural and political setting of post-Akaev Kyrgyzstan. I conclude that loosening the Westphalian straitjacket that currently restricts the normative and empirical utility of the Copenhagen School, and IR more generally, is a crucial step towards a more complex and nuanced understanding of security.
APA, Harvard, Vancouver, ISO, and other styles
2

Hauer, Moritz. "Climate Change Complexity: Broadening the Horizon from Copenhagen to Paris." Thesis, Malmö högskola, Fakulteten för kultur och samhälle (KS), 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-21387.

Full text
Abstract:
In recent years climate change has been featured much more prominently in scholarly and public discourse. Especially since 2003 and 2007 the focus has shifted towards the security implications of climate change and the necessary measures to deal with climate change. The discourse commonly portrays climate change as a threat that substantially affects national and human security. Using frameworks of the Copenhagen School and Paris School, as well as discourse analysis, this thesis shows that climate change as a security issue is mainly understood in human security terms and seen to exacerbate already existing problems, such as poverty and food insecurity. The social and discursive construction of climate change as a security issue has influenced the policies and practices of the United Nations High Commissioner for Refugees as well as the United Nations Development Programme, as it has become a central element of their work. It is argued that the Paris School’s climatization framework has more analytical value for the security analysis of climate change than the Copenhagen School’s securitization theory.
APA, Harvard, Vancouver, ISO, and other styles
3

TANNO, GRACE. "THE COPENHAGEN SCHOOL A CONTRIBUTION TO THE AREA OF INTERNATIONAL SECURITY STUDIES." PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO, 2002. http://www.maxwell.vrac.puc-rio.br/Busca_etds.php?strSecao=resultado&nrSeq=3186@1.

Full text
Abstract:
COORDENAÇÃO DE APERFEIÇOAMENTO DO PESSOAL DE ENSINO SUPERIOR
O objetivo da dissertação é apresentar a contribuição da Escola de Copenhague para a área de estudos de segurança internacional. Para tanto, será discutida a história da área de estudos de segurança, o contexto histórico no qual a Escola é fundada e por fim, as críticas feitas às teses formuladas por esta. Entretanto, creio que no fim desta dissertação, será possível afirmar que além desta Escola ter contribuído para o desenvolvimento de uma importante perspectiva na área de segurança, será possível sustentar que sua contribuição também se estende para a área de teoria das relações internacionais.
This dissertation seeks to introduce the Copenhague School`s contribution to the area of international security studies. It does so by discussing the history of security studies, as well as the historical context in which the School was founded. It will also be necessary to analyse the main concepts and theoretical perpectives developed by the School. Thereafter, it shall present the criticism levelled at the School`s theoretical and conceptual perspectives. At last, it will become clear that the School`s contribution has surpassed the area of security studies since it has also contributed immensely to the area of international relations theory.
APA, Harvard, Vancouver, ISO, and other styles
4

Felton, Tara. "A Rubik’s Cube®, the Copenhagen School and Israel A Re-conceptualisation of Security 1947–1967." Thesis, Curtin University, 2020. http://hdl.handle.net/20.500.11937/82047.

Full text
Abstract:
What are you afraid of, and what will you do to protect yourself from that threat ? When envisioning the creation of a new state this dissertation lays the groundwork, for the incorporation of a multidimensional pre-state securitization structure which considers threats, opportunities and their flow-on effects. This methodology, as examined through the State of Israel is applicable to new states, and to better understand the success or failure of nation-states.
APA, Harvard, Vancouver, ISO, and other styles
5

Makarenko, Tamara. "The crime-terror continuum : modelling 21st century security dynamics." Thesis, Aberystwyth University, 2005. http://hdl.handle.net/2160/d4300e92-aede-405d-9ee4-fa7d503ed62e.

Full text
Abstract:
The main aim of this thesis is to introduce a new way of thinking about security within International Relations by developing a model that can be used to explain the relationship between terrorism and organised crime. Referred to as the crime-terror continuum (CTC), the model identifies six major points of convergence between the terrorist and criminal worlds. The crime-terror continuum seeks to move away from the traditional confines of International Relations as encapsulated within realist thought. After providing an overview of the limitations of traditional theories, and a working definition of terrorism and organised crime, this thesis applies an alternative conceptual framework - based on a combination of applicable assumptions about security presented by the Copenhagen School, Ken Booth and Mohammed Ayoob - to an understanding of the threats posed by terrorism and organised crime. It also incorporates the understanding of the contemporary security environment provided by the globalisation and netwar proto-paradigms as a way to go beyond debates about concepts by seeking to understand the operational and organisational dynamics of contemporary security threats. Paying special attention to the argument that non-state actors can be equal to state actors in the security domain, this thesis highlights that competition over state functions and territory continues to play an integral role. The alternative view of security and the CTC are subsequently applied to two case studies: Russian Organised Crime and the Revolutionary Armed Forces of Colombia. Despite illustrating different aspects of the CTC, these case studies highlight the ability of the conceptual framework and the CTC to explain and understand the post-Cold War security environment.
APA, Harvard, Vancouver, ISO, and other styles
6

VALENCA, MARCELO MELLO. "NEW WARS, PEACE STUDIES AND THE COPENHAGEN SCHOOL OF INTERNATIONAL RELATIONS: BRINGING VIOLENCE BACK INTO SECURITY STUDIES." PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO, 2010. http://www.maxwell.vrac.puc-rio.br/Busca_etds.php?strSecao=resultado&nrSeq=16533@1.

Full text
Abstract:
CONSELHO NACIONAL DE DESENVOLVIMENTO CIENTÍFICO E TECNOLÓGICO
A tese questiona a marginalização da violência pela literatura dos Estudos de Segurança, o que promoveu o afastamento do campo da dimensão política. Os movimentos de alargamento e aprofundamento tornaram a discussão teórica de Segurança mais rica, mas, ao deixarem de problematizar a violência, levaram à ruptura da relação produtiva entre teoria e prática que norteava os estudos da disciplina desde a sua origem. Desta forma, temas complexos como as novas guerras explicitam a ausência do debate conceitual sobre violência na literatura de Segurança, ocasionando uma carência explicativa para o entendimento desse elemento. Esta tese evidencia que nas novas guerras a violência deixa de ser um meio para se tornar um fim em si mesmo. Ela mostra que os atores envolvidos no conflito armado optam por perpetuar a violência porque esta proporciona ganhos que não são possíveis em tempos de paz. Como alternativa para suprimir essa lacuna explicativa da Segurança, sugere-se que o diálogo da Escola de Copenhague com os Estudos para a Paz, especialmente do processo de securitização com a tipologia da violência, devolve o instrumento conceitual - o próprio conceito de violência - aos Estudos de Segurança e restabelece a relação produtiva entre teoria e prática. O caso do cerco a Sarajevo é trazido como ilustração para o problema e a dinâmica que esta tese explicita.
The dissertation focuses on the marginalization of violence by security studies. While the widening and deepening of security contributed positively to theoretical debates in the field, these moves led to a breakdown of the productive relationship between theory and practice that had characterized the discipline since its genesis. In this way, themes such as the new wars highlight the absence of a conceptual debate about violence in security studies, leading to a lack of explanatory capacity for understanding violence. The dissertation shows that violence becomes an end unto itself as the new wars offer incentives absent in everyday politics. The text suggests, with a view to filling this analytical lacuna within security studies, increased dialogue between the speech act approach espoused by the Copenhagen School and typologies of violence established by scholars within peace studies. Such a dialogue would bring back to security studies the important analytical focus on violence, thus reestablishing a productive relationship between theory and practice. As an illustrative example, the dissertation uses the siege of Sarajevo.
APA, Harvard, Vancouver, ISO, and other styles
7

Öman, Johanna. "En beslöjad debatt : En jämförande diskursanalys mellan den mediala och den politiska diskursen av burka i Sverige utifrån Köpenhamnsskolan." Thesis, Södertörns högskola, Institutionen för samhällsvetenskaper, 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-24144.

Full text
Abstract:
The debate concerning face veiling has been brought in to view by several governments in Europe. Luca Mavelli studies the debate regarding the burqa using the concept of securitization and from that the objective of this study is to analyze the medial- and the political discourse in Sweden regarding the burqa. The formulated questions drawn from this is; who are the securitizing actors? According to the securitization actors, who can de defined as a referent object? Wherein is the threat according to the securitizing actors? Is it possible to recognize a difference between the medial and the political discourse? Furthermore the paper adopts the theoretical framework that is the concept of securitization, formulated by the Copenhagen School of security. The methodological foundation is based on a social constructivist approach and consequently uses Norman Faircloughs critical discourse analyzes as an analytical tool. Conclusions show that the two discourses often express similar results but a difference is apparent in how the debate is presented. Representatives of the political parties are defined as securitizing actors and to a certain degree so is the media. Furthermore, according to the securitizing actors the referent objects are Swedish traditions and culture, the threat lies in the values that are attached to the burqa.
APA, Harvard, Vancouver, ISO, and other styles
8

Wirman, Jenni. "Flyktingar - kris för vem? : Om säkerhetisering i riksdagens migrationsdebatter 2013-2015." Thesis, Uppsala universitet, Statsvetenskapliga institutionen, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-312962.

Full text
Abstract:
For the last two decades Sweden has been one of the most important receiving countries for asylum seekers, hence regarding itself as a “humanitarian superpower”. Historically Sweden has had one of Europe’s most extensive migration policies and made its latest mark by 2015 by allowing the highest number of asylum seekers ever to the country. The media coverage and the public debate on the war refugee migration to Sweden has been comprehensive and thereby put the topic of migration in the centre of parliamentary discussions. The aim of this study was to examine if and how migration has been a subject of securitization in the parliamentary debates. The study was conducted by using a qualitative text analysis of parliament protocols from 2013–2015. The results show that during the period of study a number of parties have made securitising statements regarding migration, but that the subject of migration was securitized first in 2015 when the securitising problem formulation was adopted by a majority in the parliament. I have also concluded that there has been a slight change in the way in which migration is securitized. In 2013–2014 the majority of the parliament parties used the diffuse securitising technique when debating migration, while in 2015 there was a shift towards the exceptionalist securitising technique.
APA, Harvard, Vancouver, ISO, and other styles
9

Roedenbeck, Mathilde. "Klimathotet under Trumpadministrationen : En diskursanalys av frånvaron av hotkonstruktion gällande klimatförändringarna under Trumpadministrationen." Thesis, Försvarshögskolan, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:fhs:diva-9695.

Full text
Abstract:
Many scientists have described the anthropogenic climate changes as one of the most pervasive threat of our time that will form this and future generations. Despite that is the climate change is still controversial and missing from the American security agenda. The purpose of this study is to empirically analyse the American environmental discourse under the administration of Donald Trump and the omission of climate changes in the security agenda. To be able to explain the absence of the climate changes in the American security agenda, the environmental discourse will be analysed and the theoretical framework of Copenhagen’s school of securitization will be used to define the current description of the environment, the climate threats, and the global warming. By using a qualitative text analysis, consisting of a discourse analysis, lectures, debates, and documents from the Trump administration are examined, to be able to understand how the discourse is constructed and thus how the omission of the climate changes from the security agenda can be understood by using the securitization theory. The study indicates that the approach taken by the Trump administration on the American environmental discourse is produced can prevent the climate changes, the global warming, and the environment to be securitized, which in its turn can contribute to understanding of why it has not been brought up in the American security agenda. In the analysis it can be concluded that the Trump administration have moved towards a morepoliticized discourse, but also towards a depoliticized discourse.
APA, Harvard, Vancouver, ISO, and other styles
10

Stivas, Dionysios. "The securitization of the European refugee crisis : a novel approach to the 'audience acceptance' of the Copenhagen School of security studies." HKBU Institutional Repository, 2020. https://repository.hkbu.edu.hk/etd_oa/733.

Full text
Abstract:
In 2015, Europe experienced the most significant refugees' outbreak in modern history. Millions of displaced persons crossed the external borders of the European Union. Some of the EU member states represented and handled the outbreak as an opportunity. Some others framed and dealt with the migratory pressures as a security threat. The designation of an issue as an existential threat to a referent object constitutes a security speech act. According to the Copenhagen School of Security Studies, when extraordinary measures and the acceptance of the audience follow a security speech act, then we observe successful securitization. Motivated by the desire to examine the securitization of the refugee crisis in Europe, from a Copenhagen School's perspective, I performed a thorough assessment of the relevant literature which brought into the light a research gap. Despite the persistence of the Copenhagen School's scholars to underline the importance of their analytical framework's 'audience acceptance' component, most of the securitization literature focuses on the other two components of a successful securitization: the security speech act and the emergency action. As a result, the audience acceptance component suffers from under-theorization, underdevelopment, and under-assessment. To enhance the analytical potential of the Copenhagen School's theorem, I develop two methodological novelties -the Triangulation Method of Audience Identification and the Comprehensive Securitization Empirical Framework. The first guarantees the accurate identification of the securitization audience. The second classifies ten different forms of securitization based on the presence or absence of the three securitization components and on the placement of the 'audience acceptance' within the securitization's timeline. To demonstrate the applicability of the novel analytical tools, I test them on the securitization of the European refugee crisis. To support my findings, I perform a comparative case study of five case studies: Greece, Poland, Hungary, Germany, and the EU. To draw my conclusions, I consult thousands of official statements, hundreds of surveys and opinion polls, dozens of relevant books and peer-reviewed articles and several in-person interviews with renowned decision-makers. The outcomes of the research suggest that, in the case of the European refugee crisis, the primary targeted audience was the general public. However, the opinion of the general public about the designation of the existential threat and about the necessity of the extraordinary measures' adoption was rarely considered after the utterance of the security speech acts. In most of the cases, the securitizing actors assessed the feelings of the general public before uttering the speech acts. The findings of this research also indicate that the higher the negativity of the general public towards immigrants and refugees, the most likely the political elites to perform a security speech act and to resort to emergency action. Despite the indisputable impact of the public opinion, the final decision about the securitization of the refugee crisis belongs to the political actors
APA, Harvard, Vancouver, ISO, and other styles
More sources

Books on the topic "Copenhagen School"

1

Irene, Wormell, and NORDINFO Conference, eds. Information quality: Definitions and dimensions : proceedings of a NORDINFO seminar, Royal School of Librarianship, Copenhagen, 1989. London: Taylor Graham, 1990.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
2

Copenhagen School of Medieval Philosophy (1996). Medieval analyses in language and cognition: Acts of the symposium, the Copenhagen School of Medieval Philosophy, January 10-13, 1996. Copenhaven: Royal Danish Academy of Sciences and Letters, 1999.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
3

International NLPCS Workshop (8th 2011 Copenhagen Business School). Proceedings of the 8th International NLPCS workshop: Special theme: human-machine interaction in translation : Copenhagen Business School, 20-21 August, 2011. Frederiksberg: Samfundslitteratur, 2011.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
4

School), International NLPCS Workshop (8th 2011 Copenhagen Business. Proceedings of the 8th International NLPCS workshop: Special theme: human-machine interaction in translation : Copenhagen Business School, 20-21 August, 2011. Frederiksberg: Samfundslitteratur, 2011.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
5

Sten, Ebbesen, Friedman Russell L, Kongelige Danske videnskabernes selskab, and Københavns universitet. Institut for græsk og latinsk middelalderfilologi., eds. Medieval analyses in language and cognition: Acts of the symposium, the Copenhagen school of medieval philosophy, January 10-13, 1996 organized by the Royal Danish Academy of Sciences and Letters and the Institute for Greek and Latin, University of Copenhagen. Copenhagen: Royal Danish Academy of Sciences and Letters, 1999.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
6

Tales of Belva Jean Copenhagen. New York: Atheneum, 1989.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
7

Laursen, Per Fibæk. Fleksibel skole: Er læringsaftaler og monitorering fremtiden i danske skoler? København: Gyldendals boghandel, 2006.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
8

Gold, Carol. Educating middle class daughters: Private girls schools in Copenhagen 1790-1820. Copenhagen: The Royal Library, 1996.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
9

Tavshed blev min sang: Bombardement af Den franske Skole marts 1945. Hellerup: Forlaget Documentas, 2005.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
10

Høeg, Peter. Borderliners. Rockland, MA: Wheeler Pub., 1994.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
More sources

Book chapters on the topic "Copenhagen School"

1

Blegvad, Mogens. "Vienna, Warsaw, Copenhagen." In The Vienna Circle and the Lvov-Warsaw School, 1–8. Dordrecht: Springer Netherlands, 1989. http://dx.doi.org/10.1007/978-94-009-2829-9_1.

Full text
APA, Harvard, Vancouver, ISO, and other styles
2

Lemche, Niels Peter. "The Copenhagen School and Cultural Memory." In Cultural Memory in Biblical Exegesis, edited by Pernille Carstens, Trine Bjørnung Hasselbalch, Niels Peter Lemche, Izaak Hulster, Dolores Kamrada, Rüdiger Schmitt, Terje Stordalen, et al., 81–94. Piscataway, NJ, USA: Gorgias Press, 2012. http://dx.doi.org/10.31826/9781463234690-008.

Full text
APA, Harvard, Vancouver, ISO, and other styles
3

Stritzel, Holger. "Securitization Theory and the Copenhagen School." In Security in Translation, 11–37. London: Palgrave Macmillan UK, 2014. http://dx.doi.org/10.1057/9781137307576_2.

Full text
APA, Harvard, Vancouver, ISO, and other styles
4

Stritzel, Holger. "A Securitization Theory Post-Copenhagen School." In Security in Translation, 38–51. London: Palgrave Macmillan UK, 2014. http://dx.doi.org/10.1057/9781137307576_3.

Full text
APA, Harvard, Vancouver, ISO, and other styles
5

Freire Junior, Olival. "Challenging the Monocracy of the Copenhagen School." In The Quantum Dissidents, 17–74. Berlin, Heidelberg: Springer Berlin Heidelberg, 2014. http://dx.doi.org/10.1007/978-3-662-44662-1_2.

Full text
APA, Harvard, Vancouver, ISO, and other styles
6

Pedersen, Rasmus U., Szymon J. Furtak, Ivan Häuser, Codrina Lauth, and Rob Van Kranenburg. "Mini Smart Grid @ Copenhagen Business School: Prototype Demonstration." In Design Science at the Intersection of Physical and Virtual Design, 446–47. Berlin, Heidelberg: Springer Berlin Heidelberg, 2013. http://dx.doi.org/10.1007/978-3-642-38827-9_35.

Full text
APA, Harvard, Vancouver, ISO, and other styles
7

Stępka, Maciej. "The Copenhagen School and Beyond. A Closer Look at Securitisation Theory." In IMISCOE Research Series, 17–31. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-93035-6_2.

Full text
Abstract:
AbstractThe aim of the chapter is to provide a closer look at the Copenhagen School of security and its proposition of securitisation theory. In doing so, the chapter presents a discussion on the main conceptual building blocks of the theory, outlining their characteristics and critique reflected in the current securitisation literature. The chapter is structured as follows. The first section provides an overview of the mechanics of securitisation theory, defining its key constituents – speech act, logic of exception, and actor-audience interaction. Further, it moves to discussion on each of these elements, elaborating their specific role within the theory, but also outlining their specific limiting effects on securitisation research. The last section discusses how the debate on securitisation has been expanding, opening the door to new conceptual frameworks as well as elaborations of security.
APA, Harvard, Vancouver, ISO, and other styles
8

Datta, Bidyut Kumar, and Renuka Datta. "The Measurement Problem of the General Matter Field Theory as Required by the Copenhagen School." In Gravitational Measurements, Fundamental Metrology and Constants, 107–14. Dordrecht: Springer Netherlands, 1988. http://dx.doi.org/10.1007/978-94-009-2955-5_7.

Full text
APA, Harvard, Vancouver, ISO, and other styles
9

Mikkelsen, Bent Egberg, and Collins Momanyi Bosire. "Food, Sustainability, and Science Literacy in One Package? Opportunities and Challenges in Using Aquaponics Among Young People at School, a Danish Perspective." In Aquaponics Food Production Systems, 597–606. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-15943-6_23.

Full text
Abstract:
AbstractThe call for sustainable food production and consumption has led to an increased interest and new policy measures to support the circular economy and climate-smart farming practices. The merits of aquaponics and closed-loop nutrient cycling systems are increasingly being examined in terms of sustainable productivity in various settings including urban environments. Aquaponics also has the potential to be applied as a learning tool for people of all ages but especially for young people at school. This chapter studies the potential of aquaponics to teach food and science literacy and the use of the technology as an educational tool in primary school. The chapter draws on data from the Growing Blue & Green (GBG) program carried out in cooperation among Aalborg University, Copenhagen, municipal schools and their teachers and a private aquaponic enterprise. The chapter draws on three empirical studies including an exploratory study on the educational opportunities at school, a feasibility study carried out among teachers, as well as the educational Growing Blue & Green (eGBG) study, in which a digital-based regulation component was added. The conclusion is that low-cost versions of aquaponics have considerable potential for supportive learning in elementary school. Preliminary findings furthermore suggest that fitting the setup with easy-to-install intelligent sensors and devices offers the opportunity to provide learning about food, sustainability, and a basic understanding of the control and management of biological systems in one package.
APA, Harvard, Vancouver, ISO, and other styles
10

Hirschauer, Sabine. "German and US Borderlands: Recognition Theory and the Copenhagen School in the Era of Hybrid Identities." In Migration, Recognition and Critical Theory, 169–89. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-72732-1_8.

Full text
APA, Harvard, Vancouver, ISO, and other styles

Conference papers on the topic "Copenhagen School"

1

Waerum, Jens, and Bjarne Rüdiger Kristiansen. "CAAD Education at the School of Architecture Copenhagen." In eCAADe 1989: CAAD Education - Research and Practice. eCAADe, 1989. http://dx.doi.org/10.52842/conf.ecaade.1989.x.q8k.

Full text
APA, Harvard, Vancouver, ISO, and other styles
2

Waerum, Jens, and Bjarne Rüdiger Kristiansen. "CAAD Education at the School of Architecture Copenhagen." In eCAADe 1989: CAAD Education - Research and Practice. eCAADe, 1989. http://dx.doi.org/10.52842/conf.ecaade.1989.x.q8k.

Full text
APA, Harvard, Vancouver, ISO, and other styles
3

Kim, Y. S., and M. E. Noz. "Time separation as a hidden variable to the Copenhagen school of quantum mechanics." In ADVANCES IN QUANTUM THEORY: Proceedings of the International Conference on Advances in Quantum Theory. AIP, 2011. http://dx.doi.org/10.1063/1.3567437.

Full text
APA, Harvard, Vancouver, ISO, and other styles
4

Skavn, Susanne, Lance Luscombe, and Janni Nielsen. "THE MOBILE SCHOOL OF LITTER AND SUSTAINABILITY IN COPENHAGEN - AN EXPLORATIVE CASE STUDY." In International Conference on Education and New Learning Technologies. IATED, 2017. http://dx.doi.org/10.21125/edulearn.2017.2027.

Full text
APA, Harvard, Vancouver, ISO, and other styles
5

Ryabov, S. M. "“Discourse on the overthrow of the king of Sweden” of Charles de Danzay: source on the history of the Baltic question 60-70 years of the XVI Century." In VIII Information school of a young scientist. Central Scientific Library of the Urals Branch of the Russian Academy of Sciences, 2020. http://dx.doi.org/10.32460/ishmu-2020-8-0032.

Full text
Abstract:
“Discourse on the overthrow of the king of Sweden” was written by the French diplomat resident in Copenhagen Charles de Danzay in 1568. It tells about the events of the overthrow of the Swedish monarch Eric XIV that occurred in the same 1568 by his brothers: Dukes Karl and Johan. Danzay in his “Discourse” gives estimates of the regime of Eric XIV. The work allows us to compare it with The Opritchnina regime of Ivan IV the terrible. The article also discusses the “Muscovite plot” related to the overthrow of Eric XIV: the so-called “the case of Katerina Jagiellonka”. In addition, the topic of Franch presence in the Baltic is briefly touched upon. In the article, the author comes to the conclusion that “Discourse” Danzay is a valuable source on the history of Sweden and Russia, the Baltic question in the XVI century Northern Seven years' war, which can shed light on many until today the dark questions.
APA, Harvard, Vancouver, ISO, and other styles
6

Welling, Helen G. "Aspects of Preservation of Architecture of the Early Modern Movement." In 1995 ACSA International Conference. ACSA Press, 1995. http://dx.doi.org/10.35483/acsa.intl.1995.72.

Full text
Abstract:
The following paper contains some of the main points of discussion in a research project about the preservation of architecture of the Modem Movement in preparation at the Royal Academy of Fine Arts, School of Architecture, Copenhagen. It discusses the relativity of historical values within the early Modem Movement. Various aspects on the case of preservation of architecture of the Modem Movement are explained. Different examples of restoration, reconstruction and new interventions are analysed and ordered in a series of methods. The conclusion is that the architecture of this epoch needs a new attitude especially towards the question of authenticity.
APA, Harvard, Vancouver, ISO, and other styles
7

Milis, George, Matthew Bates, Maria Saridaki, Gaetana Ariu, Shirley Parsonage, Terry Yarnall, and David Brown. "ADDRESSING EARLY SCHOOL LEAVING AND DISENGAGEMENT FROM EDUCATION THROUGH SERIOUS GAMES' CO-DESIGN." In eLSE 2015. Carol I National Defence University Publishing House, 2015. http://dx.doi.org/10.12753/2066-026x-15-101.

Full text
Abstract:
The Europe 2020 strategy identifies drop out from i-VET or early school leaving (ESL) as a key challenge to meeting employment targets. The Code RED project (http://www.codered-project.eu) has been developed in response to the high levels of early school leaving, drop-out and exclusion from education that often lead to unemployment, poverty and social deprivation. In taking actions towards achieving its goals, the project has been experimenting with a (serious) games' co-design methodology [1] through a dedicated co-design workshops' series, run within 2014 in the UK, Greece, Italy and Cyprus. The objective of the workshops was to engage young people in an interactive (participatory) process of designing and implementing digital educational games' prototypes, aiming at paving the way towards adopting these paradigms in the education and skills' acquisition process, thus maximising the benefit of participants. During the four organised workshops, around 30 young students and 10 trainers (including researchers and facilitators) walked through the pre-defined co-design process, trying to maintain the facilitation at the level 6 of the Hart's ladder [2]. Participants had the opportunity to work as a team, exchange experiences, share roles and responsibilities in the team, see examples of digital (educational) games/products developed by others so as to establish expectations, learn how to deconstruct the rules of games, create and discuss their own game ideas using low-tech prototyping tools (e.g. LEGO models, pack of playing cards, paper, digital means of taking notes, etc.), and finally implement prototypes of their game ideas, using game authoring software such as "Stencyl" (http://www.stencyl.com) and ARIS (https://arisgames.org/). The experimenting offered the opportunity to researchers to collect some very interesting observations, analyse them across the four involved countries and extract useful knowledge towards expanding already available education and employability curriculums from previous projects (e.g. the GOET project, http://goet-project.eu/). References: [1] Bates, M., Brown, D., Cranton, W. and Lewis, J. (2010). Facilitating a games design project with children: a comparison of approaches. Proceedings of the 4th European Conference on Games-Based Learning (ECGBL), October 2010, Copenhagen, Denmark, pp.429-437. [2] Hart, R. (1992). Children's participation: from tokenism to citizenship. Florence: UNICEF International Child Development Centre
APA, Harvard, Vancouver, ISO, and other styles
8

Cheung, Ck. "EDUCATION REFORM AS A CATALYST IN THE IMPLEMENTATION OF MEDIA LITERACY EDUCATION IN HONG KONG SCHOOLS." In 5th Arts & Humanities Conference, Copenhagen. International Institute of Social and Economic Sciences, 2019. http://dx.doi.org/10.20472/ahc.2019.005.006.

Full text
APA, Harvard, Vancouver, ISO, and other styles
You might also be interested in the extended bibliographies on the topic 'Copenhagen School' for particular source types:
Journal articles Dissertations / Theses Books
We offer discounts on all premium plans for authors whose works are included in thematic literature selections. Contact us to get a unique promo code!

To the bibliography