Log in

Relevant bibliographies by topics / Copenhagen School / Journal articles

To see the other types of publications on this topic, follow the link: Copenhagen School.

Journal articles 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 top 50 journal articles for your research 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.

Browse journal articles on a wide variety of disciplines and organise your bibliography correctly.

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

11

Overgaard, Ulrik. "“Til Asylernes Venner og Veninder”: Kommenteret tekstudgivelse om Grundtvigs kamp for asylskolernes frihed." Grundtvig-Studier 57, no. 1 (January 1, 2006): 7–14. http://dx.doi.org/10.7146/grs.v57i1.16490.

Full text

Abstract:

“Til Asylernes Venner og Veninder Kommenteret tekstudgivelse om Grundtvigs kamp for asylskolernes frihed[Grundtvig ’s fight for freedom of the charity schools]Transcription by Ulrik OvergaardIn May 1829 the Danish crown princess Caroline Amalie founded a sanctuary for orphans in Copenhagen. Grundtvig was a personal friend of the princess and from 1838 he usually gave a speech at the children’s annual Christmas party. On 19 September 1841, Caroline Amalie also took the initiative to establish a school, Dronningens Asylskole, which was connected to the sanctuary. Grundtvig became the director and P. O. Boisen the head of this school. The teachers were all grundtvigians and the grundtvigian ideas of a liberal alternative to the public Danish primary school were realized here, thus making Dronningens Asylskole the first of the so-called Danish friskoler (liberal schools).This article, hitherto unprinted, is an example of Grundtvig’s keen interest in the welfare of the sanctuaries in Copenhagen. It is printed here to emphasize Grundtvig’s commitment to the Danish primary school system in general, which scholarship has often neglected in favour of his interest in the folkhighschools. No major research has therefore been undertaken on this topic since K. E. Bugge’s dissertation Skolen for Livet from 1965, which was unquestionably a milestone in the research of Grundtvig’s educational ideas even though it dealt mostly with adult education.

APA, Harvard, Vancouver, ISO, and other styles

12

Doan, Tomalee. "EBSLG—ABLD—APBSLG: 2007 Joint Conference & Regional Meetings: Copenhagen Business School, Copenhagen, Denmark, May 2007." Journal of Business & Finance Librarianship 14, no. 1 (December 31, 2008): 63–68. http://dx.doi.org/10.1080/08963560802356163.

Full text

APA, Harvard, Vancouver, ISO, and other styles

13

Ravn, J. J. "Dental injuries in Copenhagen schoolchildren, school years 1967-1972." Community Dentistry and Oral Epidemiology 2, no. 5 (May 29, 2006): 231–45. http://dx.doi.org/10.1111/j.1600-0528.1974.tb01657.x-i1.

Full text

APA, Harvard, Vancouver, ISO, and other styles

14

Moloney, Mary, and Jennifer Pope. "Changes and challenges in school-age childcare in Copenhagen." Education 3-13 48, no. 1 (February 6, 2019): 76–86. http://dx.doi.org/10.1080/03004279.2019.1575445.

Full text

APA, Harvard, Vancouver, ISO, and other styles

15

Møller-Jensen, Lasse. "Assessing Spatial Aspects of School Location-Allocation in Copenhagen." Geografisk Tidsskrift-Danish Journal of Geography 98, no. 1 (January 1998): 71–80. http://dx.doi.org/10.1080/00167223.1998.10649412.

Full text

APA, Harvard, Vancouver, ISO, and other styles

16

Theiler, Tobias. "Societal security and social psychology." Review of International Studies 29, no. 2 (April 2003): 249–68. http://dx.doi.org/10.1017/s0260210503002493.

Full text

Abstract:

The concept of societal security as developed by the Copenhagen school has three underlying weaknesses: a tendency to reify societies as independent social agents, a use of too vague a definition of ‘identity’, and a failure to demonstrate sufficiently that social security matters to individuals. This article shows that applying social identity theory to the societal security concept helps remedy these weaknesses and closes the theoretical gaps that the Copenhagen school has left open. It enables us to treat ‘society’ as an independent variable without reifying it as an independent agent. It also suggests a much sharper definition of identity, and a rationale for the Copenhagen school's claim that individuals have a psychological need to achieve societal security by protecting their group boundaries. Social identity theory thus supports the societal security concept in its central assumptions while giving it stronger theoretical foundations and greater analytical clout.

APA, Harvard, Vancouver, ISO, and other styles

17

Vejleskov, Hans. "Grue-Sørensen og psykologien." Studier i Pædagogisk Filosofi 7, no. 1 (January 7, 2019): 35–45. http://dx.doi.org/10.7146/spf.v7i1.111838.

Full text

Abstract:

As a primary school teacher in Copenhagen, and, simultaneously, as a student of philosophy at The Universityof Copenhagen, Grue-Sörensen became so well acquainted with contemporary psychology that he, in theyears 1941-55, worked as a school psychologist in Copenhagen. Furthermore, from 1934 until 1955, he published 22 articles or chapters about psychological issues. The present contribution presents and characterizes the 22 publications categorized in (1) works about developmental psychology (including very early mentioning of Jean Piaget and Heinz Werner in Danish), and (2) works about central psychological issues – motivation, learning, and cognition. In the last Section, Grue-Sörensen’s understanding of the relationships between the fields of education, philosophy and psychology is discussed, especially the question of the importance of psychology to education. Finally, it is concluded that, according to Grue-Sörensen, the value of (educational) philosophy to psychology is not to off er insight into theories of science but, rather, inspiration to use words and concepts in a clear and careful way.

APA, Harvard, Vancouver, ISO, and other styles

18

Lemche, Niels Peter. "Après le déluge: Københavnerskolen eller kaos?" Dansk Teologisk Tidsskrift 77, no. 2 (May 10, 2014): 98–120. http://dx.doi.org/10.7146/dtt.v77i2.105708.

Full text

Abstract:

The article is based on the author’s farewell address at the Universityof Copenhagen and includes a review of recent scholarship in thelight of the achievements of the Copenhagen School. The changes ofparadigm from classical historical-critical scholarship to contemporaryOld Testament scholarship after le déluge which was the CopenhagenSchool are considerable. First of all the link previously assumed betweena text in the Old Testament and what really happened in Palestine inancient times has been broken when we realized that there is actually inthe case of the Old Testament so little that unites history with narrativethat it is misleading to understand biblical historiography as “history”.It is a story about the past, a kind of cultural memory, and to those whowrote these stories about the past, the real past was not very important.Another result of the contribution of the Copenhagen School relatesto the dating of biblical literature that was hardly collected before theHellenistic Period, and probably not in Jerusalem or in Palestine. Therefore,with the retirement of the last original member of the CopenhagenSchool it is a totally different scene in Old Testament studies whichremains, not because everyone accepts the theses of the school but because it has set the agenda for present and future discussion.

APA, Harvard, Vancouver, ISO, and other styles

19

Watson, Scott D. "‘Framing’ the Copenhagen School: Integrating the Literature on Threat Construction." Millennium: Journal of International Studies 40, no. 2 (November 8, 2011): 279–301. http://dx.doi.org/10.1177/0305829811425889.

Full text

APA, Harvard, Vancouver, ISO, and other styles

20

Knudtzon, Karsten. "ON THE FREQUENCY OF EYE DISEASES IN COPENHAGEN SCHOOL CHILDREN*." Acta Ophthalmologica 19, no. 2 (May 27, 2009): 174–79. http://dx.doi.org/10.1111/j.1755-3768.1941.tb06290.x.

Full text

APA, Harvard, Vancouver, ISO, and other styles

21

Kapur and Mabon. "The Copenhagen School goes global: securitisation in the Non-West." Global Discourse 8, no. 1 (January 2, 2018): 1–4. http://dx.doi.org/10.1080/23269995.2018.1424686.

Full text

APA, Harvard, Vancouver, ISO, and other styles

22

Reeves, Jeffrey. "Structural Power, the Copenhagen School and Threats to Chinese Security." China Quarterly 217 (January 2, 2014): 140–61. http://dx.doi.org/10.1017/s0305741013001458.

Full text

Abstract:

AbstractThis article engages with current debates surrounding China's security by employing the concept of structural power and the Copenhagen School approach to security studies to measure threats to China's security. Building on existing Chinese and English language research on China's security drivers, the article develops a mechanism for determining how China's economic relations with small states in Asia negatively affect their domestic stability and how this instability then loops back to undermine China's strategic position. The article uses China's relations with Cambodia, Nepal and Mongolia as case studies.

APA, Harvard, Vancouver, ISO, and other styles

23

Baker, Jennifer L., and Thorkild I. A. Sørensen. "Obesity research based on the Copenhagen School Health Records Register." Scandinavian Journal of Public Health 39, no. 7_suppl (July 2011): 196–200. http://dx.doi.org/10.1177/1403494811399955.

Full text

APA, Harvard, Vancouver, ISO, and other styles

24

Bilgin, Pinar. "The politics of studying securitization? The Copenhagen School in Turkey." Security Dialogue 42, no. 4-5 (August 2011): 399–412. http://dx.doi.org/10.1177/0967010611418711.

Full text

APA, Harvard, Vancouver, ISO, and other styles

25

Hallin, Anette. "Hervé CORVELLEC (2013), What is Theory? Answers from the Social and Cultural Sciences, Copenhagen: Copenhagen Business School Press." M@n@gement 17, no. 5 (2014): 410. http://dx.doi.org/10.3917/mana.175.0410.

Full text

APA, Harvard, Vancouver, ISO, and other styles

26

BUZAN, BARRY, and OLE WÆVER. "Macrosecuritisation and security constellations: reconsidering scale in securitisation theory." Review of International Studies 35, no. 2 (April 2009): 253–76. http://dx.doi.org/10.1017/s0260210509008511.

Full text

Abstract:

AbstractThe Copenhagen school's theory of securitisation has mainly focused on the middle level of world politics in which collective political units, often but not always states, construct relationships of amity or enmity with each other. Its argument has been that this middle level would be the most active both because of the facility with which collective political units can construct each other as threats, and the difficulty of finding audiences for the kinds of securitisations and referent objects that are available at the individual and system levels. This article focuses on the gap between the middle and system levels, and asks whether there is not more of substance there than the existing Copenhagen school analyses suggests. It revisits the under-discussed concept of security constellations in Copenhagen school theory, and adds to it the idea of macrosecuritisations as ways of getting an analytical grip on what happens above the middle level. It then suggests how applying these concepts adds not just a missing sense of scale, but also a useful insight into underlying political logics, to how one understands the patterns of securitisation historical, and contemporary.

APA, Harvard, Vancouver, ISO, and other styles

27

Larsen, Christian. "A Diversity of Schools: The Danish School Acts of 1814 and the Emergence of Mass Schooling in Denmark." Nordic Journal of Educational History 4, no. 1 (April 7, 2017): 3–28. http://dx.doi.org/10.36368/njedh.v4i1.85.

Full text

Abstract:

During the nineteenth century, national systems of mass schooling were established in western Europe. In Denmark, King Frederik VI passed a set of five schools’ laws in 1814: one for the village schools, one for the market town schools, one for Copenhagen, one for the duchies of Schleswig and Holstein and one for Jews, in order to create and regulate a system of mass schooling within his realms. This study aims to analyse the impact of the 1814 School Acts and thereby, the emergence of mass schooling in Denmark in the nineteenth century. Three aspects of the 1814 Acts are analysed in this article: firstly, how a local school administration was established; secondly, how new school buildings were built and thirdly, how a new form of teacher and a new teachers’ education was enacted at different stages across the King’s realm and countries, and with very different consequences.

APA, Harvard, Vancouver, ISO, and other styles

28

Revelo, Michael Daniel. "Securitización como supervivencia, securitización como actos del habla: crítica a la Escuela de Copenhague/ Securitization as Survival, Securitization as a Speech Act: A Critic to the Copenhagen School." URVIO - Revista Latinoamericana de Estudios de Seguridad, no. 22 (May 16, 2018): 58–69. http://dx.doi.org/10.17141/urvio.22.2018.3157.

Full text

Abstract:

El presente trabajo evalúa los postulados y la aplicación de la teoría de securitización (TS) de la Escuela de Copenhague —Ole Wæver, Barry Buzan y Jaap de Wilde — para indagar sobre aquellos cuestionamientos que posicionan a esta como una teoría conservadora dentro de los estudios de seguridad por adoptar y reforzar principios propios de los enfoques tradicionales. Con dicho fin, se examina cómo afecta a la TS adoptar las concepciones de la seguridad como supervivencia y la producción de la seguridad a través de procesos intersubjetivos de construcción de amenazas bajo la lógica de la teoría de los actos del habla y los roles y funciones determinados para agentes securitizadores y audiencias que privilegian las experiencias de un grupo en detrimento de otros. Con base en el análisis de estos postulados, este documento critica la metodología propuesta por esta escuela, misma que restringe el cambio del objeto de referencia y la ampliación de la agenda de seguridad. Abstract The present paper addresses how the theoretical framework of the securitisation theory, conceived by the Copenhagen School, embraces unique features of the traditional security studies. Its central focus is the assessment of the conceptions of security as survival embedded in the logic of the speech act theory, and the characterisation of the role endows to the securitising agents and the audience. By analysing those, this work criticises the methodology proposed by the Copenhagen School that restrains the deepening of the referent object and the broadening of the security agenda.

APA, Harvard, Vancouver, ISO, and other styles

29

Dahl Rendorff, Jacob. "Responsibility, Ethics and Legitimacy of Corporations20092Responsibility, Ethics and Legitimacy of Corporations. Copenhagen: Copenhagen Business School Press 2009. 514 pp." Society and Business Review 4, no. 3 (October 2, 2009): 266–68. http://dx.doi.org/10.1108/17465680910994245.

Full text

APA, Harvard, Vancouver, ISO, and other styles

30

Kułaga, Aleksandra. "Wyzwania natury gospodarczej w świetle krytycznych studiów nad bezpieczeństwem." Przegląd Europejski, no. 1-2016 (June 26, 2016): 8–25. http://dx.doi.org/10.31338/1641-2478pe.1.16.1.

Full text

Abstract:

This article presents the theories of critical security studies of the Copenhagen, Welsh and Paris schools approach. An important concept presented by researchers form the Copenhagen School is securitisation. It involves the transfer of security challenges to the category of threats. Classical realism is criticised for privileging military aspects, and the assumption that the state is the only referent object of security. The author claims that classical theory does not respond to the challenges of the XXI century. Today, economic factors are gaining importance, and they consist of the issues related to security of the energy sector, trade cooperation and technological advancement. The subject of this article is describing the objectives, methods and measures to ensure security of the political community, in the light of critical security studies. The author shows that the conduct of such research is necessary. Critical studies complement traditional theories with important safety features that cannot be ignored in the era of a changing reality in the international arena.

APA, Harvard, Vancouver, ISO, and other styles

31

Sardarnia, Khalil, and Marzieh Abedi. "Analyzing the Wide Pankurdism from the Copenhagen School and Constructivism Perspective." Journal of Politics and Law 9, no. 9 (October 30, 2016): 31. http://dx.doi.org/10.5539/jpl.v9n9p31.

Full text

Abstract:

<p>In the (post–Cold War era), one can see violence, ethnic and religious changes in the Middle East more than any other regions in the world. In the recent years, changes and rises have made this region the central place for ethnic and religious crisis around the world. The present study aims to answer this basic question framed through two theoretical approaches of constructivism and Copenhagen school. That is, what are the most influential reasons for spreading pankurdism in the Kurdish-resident regions in the Middle East? In order to answer this question, the research hypothesis is based on some influential elements including self-governance experience in Iraqi Kurdistan as the heart and the locus for forming the dream of great Kurdistan, appearance and activation of new generation of leaders, Kurdish party and civil actors. It also includes intensification of awareness and ethnic identity-orientation among young Kurdish people, the fragility of the government in Iraq, collapse of authority in Syria and appearance and proceeding of Islamic state of Iraq and Syria (ISIS) forces. In this paper, the research method is analytical-causal explanation. The most important findings of the study is that the combination of reasons cause to make spread of pankurdism in the Kurdish-resident region and their convergence effective. These reasons are the identification among the Kurds as the result of dissatisfactions, humiliation, and suppression during several decades, the successful experience of autonomy in the Kurdish-resident regions, and collapse and fragility of authority in Syria and Iraq. In the near future, such increasing opportunities and convergences of the historical and main identity can prepare the Kurds to put pressure on the governments for autonomy or even their independency.</p>

APA, Harvard, Vancouver, ISO, and other styles

32

McSWEENEY, BILL. "Durkheim and the Copenhagen school: a response to Buzan and Waever." Review of International Studies 24, no. 1 (January 1998): 137–40. http://dx.doi.org/10.1017/s0260210598001375.

Full text

APA, Harvard, Vancouver, ISO, and other styles

33

van Vught, Anneke J. A. H., Pieter C. Dagnelie, Ilja C. W. Arts, Karsten Froberg, Lars B. Andersen, Bianca El-Naaman, Anna Bugge, Birgit M. Nielsen, and Berit L. Heitman. "Dietary arginine and linear growth: the Copenhagen School Child Intervention Study." British Journal of Nutrition 109, no. 6 (October 10, 2012): 1031–39. http://dx.doi.org/10.1017/s0007114512002942.

Full text

Abstract:

The amino acid arginine is a well-known growth hormone (GH) stimulator and GH is an important modulator of linear growth. The aim of the present study was to investigate the effect of dietary arginine on growth velocity in children between 7 and 13 years of age. Data from the Copenhagen School Child Intervention Study during 2001–2 (baseline), and at 3-year and 7-year follow-up, were used. Arginine intake was estimated via a 7 d precoded food diary at baseline and 3-year follow-up. Data were analysed in a multilevel structure in which children were embedded within schools. Random intercept and slopes were defined to estimate the association between arginine intake and growth velocity, including the following covariates: sex; age; baseline height; energy intake; puberty stage at 7-year follow-up and intervention/control group. The association between arginine intake and growth velocity was significant for the third and fourth quintile of arginine intake (2·5–2·8 and 2·8–3·2 g/d, respectively) compared with the first quintile ( < 2·2 g/d) (P for trend = 0·04). Protein intake (excluding arginine) was significantly associated with growth velocity; however, the association was weaker than the association between arginine intake and growth velocity (P for trend = 0·14). The results of the present study suggest a dose-dependent physiological role of habitual protein intake, and specifically arginine intake, on linear growth in normally growing children. However, since the study was designed in healthy children, we cannot firmly conclude whether arginine supplementation represents a relevant clinical strategy. Further research is needed to investigate whether dietary arginine may represent a nutritional strategy potentially advantageous for the prevention and treatment of short stature.

APA, Harvard, Vancouver, ISO, and other styles

34

PRUZAN, PETER. "SYSTEMS SCIENCE AT THE COPENHAGEN BUSINESS SCHOOL: REINTRODUCING COMPLEXITY TO PLANNING." International Journal of General Systems 19, no. 1 (July 1991): 71–80. http://dx.doi.org/10.1080/03081079108935163.

Full text

APA, Harvard, Vancouver, ISO, and other styles

35

Rangvid, Beatrice Schindler. "Living and Learning Separately? Ethnic Segregation of School Children in Copenhagen." Urban Studies 44, no. 7 (June 2007): 1329–54. http://dx.doi.org/10.1080/00420980701302338.

Full text

APA, Harvard, Vancouver, ISO, and other styles

36

EIBYE-JACOBSEN, DANNY. "Obituary Jørgen Bagger Kirkegaard (1920–2006)." Zoosymposia 2, no. 1 (August 31, 2009): 17–20. http://dx.doi.org/10.11646/zoosymposia.2.1.4.

Full text

Abstract:

Jørgen Bagger Kirkegaard was born on the 18th of November, 1920 in Frederiksberg, a town just west of Copenhagen, Denmark. He was the only child of an elementary school biology teacher, Immanuel Kirkegaard, and his wife Oda, née Simonsen.

APA, Harvard, Vancouver, ISO, and other styles

37

Boyle, Raymond. "Book Review: Peter Kjaer and Tore Slaatta (eds), Mediating Business: The Expansion of Business Journalism. Copenhagen: Copenhagen Business School, 2007." Media, Culture & Society 33, no. 3 (April 2011): 505–6. http://dx.doi.org/10.1177/01634437110330031102.

Full text

APA, Harvard, Vancouver, ISO, and other styles

38

Fujisaki, Kazuki, Kiyokazu Akasaka, Takahiro Otsudo, Hiroshi Hattori, Yuki Hasebe, and Toby Hall. "Risk Factors for Groin Pain in Male High School Soccer Players Undergoing an Injury Prevention Program: A Cluster Randomized Controlled Trial." Trauma Care 2, no. 2 (May 1, 2022): 238–50. http://dx.doi.org/10.3390/traumacare2020020.

Full text

Abstract:

Little is known about the risk factors for developing groin pain in high school soccer players. Therefore, the purpose of the study is to investigate the risk factors for developing inguinal pain in high school soccer players who are undergoing an injury prevention program. A cluster randomized controlled trial was conducted on 202 high school soccer players. Players were allocated to either group A (3 schools, 66 players) receiving the Copenhagen adduction exercise (CAE) alone, or group B (2 schools, 73 players) receiving the CAE and Nordic hamstrings exercise, or group C, the control group without any intervention (2 schools, 63 players). Hip range of motion (ROM) and strength measures were assessed prior to a groin injury prevention program and used in univariate and multivariate analysis to predict development of groin pain. Logistic regression analysis identified that hip abduction ROM and eccentric adductor strength of the dominant leg were factors in the development of groin pain. Increased abduction ROM and decreased eccentric adductor muscle strength of the dominant leg were risk factors for the development of groin pain.

APA, Harvard, Vancouver, ISO, and other styles

39

Thomson, Eric. "The Copenhagen School and Securitizations, Macrosecuritizations, and the Formation of a Constellation." Potentia: Journal of International Affairs 5 (October 1, 2014): 3–25. http://dx.doi.org/10.18192/potentia.v5i0.4403.

Full text

Abstract:

1979 marked a time in history when the political and security dynamics of the Middle East and beyond became upended. The 1979 Islamic Revolution of Iran created a theological government in Tehran that has since had tumultuous relations with several states; however, none have been as strained as those with the United States and Israel (hereafter referred to as the ‘binational alliance’) with which Iran has no diplomatic relations and a heavily sanctioned economic relationship. These feelings were fomented by antagonistic acts that have been attributed to, or admittedly caused by, Iranian actors against the binational alliance, and vice versa.

APA, Harvard, Vancouver, ISO, and other styles

40

Hertz, S. "Immigrant children at the School Psychiatric Center in Copenhagen: A descriptive study." Nordic Journal of Psychiatry 47, no. 4 (January 1993): 287–92. http://dx.doi.org/10.3109/08039489309103339.

Full text

APA, Harvard, Vancouver, ISO, and other styles

41

Skorsetz, Ulrike, and Eckhard Kuhls. "Copenhagen Summer School in Research Ethics for Research Ethics Committees (26.06.–01.07.2005)." Ethik in der Medizin 17, no. 3 (September 2005): 255–56. http://dx.doi.org/10.1007/s00481-005-0390-x.

Full text

APA, Harvard, Vancouver, ISO, and other styles

42

Mironov, Victor V. "European society in a pandemic. Media monitoring and the Copenhagen Security School." Vestnik Tomskogo gosudarstvennogo universiteta, no. 480 (2023): 114–22. http://dx.doi.org/10.17223/15617793/480/14.

Full text

Abstract:

The article aims to identify trends in the study of modern European society in the context of a pandemic. The foundation of the source base for the analysis was European media reports. The information array was processed using quantitative assessment methods and interpreted from the standpoint of the approach of the Copenhagen School of security studies. The school attracted attention at the turn of the 21st century by adapting a number of constructivist ideas to the subject field of the study of international relations. The school became famous thanks to the developments carried out at the Copenhagen Peace Research Institute (Denmark) from 1988 to 2002 by a group of researchers led by Barry Buzan. Other participants of the school are Ole Waever, Jaap De Wilde, Richard Little. The central publication of this project was the monograph Security. A New Framework for Analysis (1998). The basis of this analysis was the ideas of societal security, securitization of the most problematic issues in the media and of regional security complexes. The main disadvantages of the school's approach are the specific understanding of society in constructivism, which is considered as a phenomenon relatively autonomous from the state, the limited validity of the concept, the analysis of security through a set of changeable states and contexts. Despite a number of comments made to the school, the school's approach allows us to speak about the specifics of European society as a whole. The focus of the European media in the context of a pandemic is on socio-political problems, it gradually shifted towards the topic of the pandemic in 2021. Nevertheless, political issues still occupy a central place in the focus of international security perception. Quantitative analysis shows the prime importance of traditional issues at the pan-European level. The pandemic did not displace, but rather caught up with it in the total amount of information. The European media show the “subsidence” of the panEuropean level of security before the national one in the conditions of a pandemic as a regional security complex. Not only COVID-19 played a role here, but also Brexit and other internal processes of the region's development: difficulties with flights, the introduction of immunity passports, restrictions on movement, lockdown in some countries (Belgium, Germany, the Netherlands and France). As a result, in 2021, national measures to overcome the development of the pandemic led to a decrease in the number of reports on general regional issues. There is a certain shift in emphasis towards the problems of societal security, which objectively reflects the reaction of the European communities. Within the social field, which is the specificity of the European region, the sphere of restriction of personal and political rights of people plays a critical role. At the same time, in the context of the development of regional protest sentiments, this aspect is an important factor in the formation of a pan-European societal agenda. The situation with the reaction to COVID-19 affected the fundamental values of society, not individual countries, but European identity as a whole. This allows us to speak about the formation of a general level of social self-identification.

APA, Harvard, Vancouver, ISO, and other styles

43

Hansen, Gro Inge. "”De sidder i deres egen lille gruppe ovre i hjørnet”– en pilotundersøgelse af etniske minoritetsstuderendes møde med studie- og undervisningsmiljøet på farmaceutstudiet." Dansk Universitetspædagogisk Tidsskrift 9, no. 16 (March 1, 2014): 58–71. http://dx.doi.org/10.7146/dut.v9i16.8036.

Full text

Abstract:

I artiklen fokuseres på, hvordan studie- og undervisningsmiljøet på farmaceutstudiet på Københavns Universitet (KU) kan risikere at danne ramme for en adskillelse mellem etniske minoritetsstuderendes og etnisk danske studerendes faglige og sociale studieliv. Der argumenteres for, hvordan dette kan påvirke etniske minoritetsstuderendes uddannelsesudbytte og i værste fald bevirke, at de dropper ud af deres studie. Afslutningsvis perspektiveres omkring, hvad man kan gøre for at mindske disse skel i studie- og undervisningsmiljøet på farmaceutstudiet. Udgangspunktet for denne artikel er en kvalitativ pilotundersøgelse udført i forbindelse med et speciale om studiepraksis og pædagogisk praksis på medicinstudiet og på farmaceutstudiet på KU. The academic environment at the University of Copenhagen’s School of Pharmaceutical Sciences may contribute to a separation between ethnic minority students and ethnic Danish students in both social and vocational settings. This article examines how this could affect ethnic minority students’ educational outcomes, and in a worst-case scenario lead to their dropout of the School of Pharmaceutical Science. . A number of suggestions to address the situation are outlined. The article is based on a qualitative pilot analysis carried out as a part of a Master thesis about study practices and pedagogical practices in the Medicine Program at the Panum Institute and the School of Pharmaceutical Science at the University of Copenhagen.

APA, Harvard, Vancouver, ISO, and other styles

44

Besio, Kathryn. "Cultural Tourism and Tourism Cultures: The Business of Mediating Experiences in Copenhagen and Singapore. By Cang-Seng Ooi. Copenhagen: Copenhagen Business School Press, 2002. 277 pp. $31.00, €32.00 (paper)." Journal of Asian Studies 62, no. 2 (May 2003): 568–69. http://dx.doi.org/10.2307/3096258.

Full text

APA, Harvard, Vancouver, ISO, and other styles

45

Fischer-Lichte, Erika. "Introduction: From Comparative Arts to Interart Studies." Paragrana 25, no. 2 (December 1, 2016): 12–26. http://dx.doi.org/10.1515/para-2016-0026.

Full text

Abstract:

AbstractThe essays assembled in this volume were initially presented at the concluding conference of the International Doctoral School “InterArt Studies” held at the Freie Universität Berlin from June 25-27, 2015. The school bore the label “international” not just because its students hailed from five different continents. Rather, it was called that because it was born out of the collaboration with the Copenhagen Doctoral School in Cultural Studies, Literature and the Arts, later joined by the Doctoral School of Goldsmiths College, London, and the Graduate School of Arts and Sciences at Columbia University, New York. During these nine years (2006-2015) of research, it was generously funded by the German Research Council.

APA, Harvard, Vancouver, ISO, and other styles

46

Svastisalee, Chalida M., Bjørn E. Holstein, and Pernille Due. "Validation of presence of supermarkets and fast-food outlets in Copenhagen: case study comparison of multiple sources of secondary data." Public Health Nutrition 15, no. 7 (March 22, 2012): 1228–31. http://dx.doi.org/10.1017/s1368980012000845.

Full text

Abstract:

AbstractObjectiveWe examined the quality of food outlet addresses provided by secondary sources and determined whether they could be physically located in the field.DesignAddresses of food outlets in fourteen school districts in the northern part of Copenhagen were obtained from multiple business locators. We geocoded 202 addresses using a geographic information system and cross-referenced the sources against each other using a validation grid. Physical presence was determined via street survey. We applied gamma statistics and calculated positive predictive value, sensitivity and percentage agreement to assess the overall correspondence between our test of physical presence and each source of secondary information.SettingThe study took place within city boundaries of Copenhagen, Denmark.SubjectsFood outlets within fourteen school districts within Copenhagen.ResultsPositive predictive value between field results and secondary sources indicated good to excellent correspondence (range: 0·81–0·98), comparable with other studies. Gamma coefficients indicated low to high positive correspondence (range: 0·23–0·98).ConclusionsDespite moderately high correspondence between secondary sources of address information and field observation, the findings illustrate that the use of combined sources is recommended.

APA, Harvard, Vancouver, ISO, and other styles

47

Liebowitz, Jonathan J. "European Economic History: From Mercantilism to Maastricht and Beyond. By E. Damsgaard Hansen. Copenhagen: Copenhagen Business School Press, 2001. Pp. 528. $54.00." Journal of Economic History 62, no. 4 (December 2002): 1148–49. http://dx.doi.org/10.1017/s0022050702001791.

Full text

APA, Harvard, Vancouver, ISO, and other styles

48

Liebowitz, Jonathan J. "European Economic History: From Mercantilism to Maastricht and Beyond. By E. Damsgaard Hansen. Copenhagen: Copenhagen Business School Press, 2001. Pp. 528. $54.00." Journal of Economic History 62, no. 4 (December 2002): 1148–49. http://dx.doi.org/10.1017/s0022050702301700.

Full text

APA, Harvard, Vancouver, ISO, and other styles

49

Gorton, Lars. "Global Business: National Law, EU Law and International Customs and Contracts." European Business Law Review 27, Issue 3 (June 1, 2016): 421–58. http://dx.doi.org/10.54648/eulr2016019.

Full text

Abstract:

Lars Gorton is a professor emeritus presently connected to the Stockholm Centre of Commercial Law at the Stockholm University Law faculty. He has previously been engaged as professor of Banking Law at the university of Lund and as professor adiunct at the Stockholm School of Economics and the Copenhagen Business School. He is presently mainly engaged with matters related to General Commercial Law including Financial and Credit law. This article presents some overview of commercial law developments in the EU against a wider context.

APA, Harvard, Vancouver, ISO, and other styles

50

Tackney, Charles Thomas, Mette Zoelner, Vibeke Ankersborg, Magali Gravier, Dorte Madsen, Karl-Heinz Pogner, Toyoko Sato, Charles Thomas Tackney, and Mette Zoelner. "Curriculum at the interface: The European Higher Education Area and Copenhagen Business School." Academy of Management Proceedings 2017, no. 1 (August 2017): 13651. http://dx.doi.org/10.5465/ambpp.2017.13651symposium.

Full text

APA, Harvard, Vancouver, ISO, and other styles

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!