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This paper investigates distribution of decision rights and responsibilities between boards of directors and CEOs with a particular focus on allocation of residual control rights. In the studied firms, the board reserves residual control rights, stating that all major decisions are to reach the board. However, the CEO is authorized to make decisions on urgent matters if the board cannot be heard w
Prediction of incident macrovascular events (iMEs) in individuals with type 2 diabetes (T2D) remains suboptimal. We aim to discover blood-based epigenetic biomarkers predicting iMEs in 752 newly diagnosed individuals with T2D, among whom 102 developed iMEs during follow-up. 461 DNA methylation sites, e.g., near ARID3A, GATA5, HDAC4, IRS2, and TMEM51, associate with iMEs. Using cross-validation, a
During a series of writing workshops at a shelter for young homeless people in Copenhagen, I examined to what extent the literary practice of student-driven imitation with its emphasis on self-governance and a dialogical approach can engage marginalized learners in reading and writing. I found that studentdriven imitation had the potential to engage different kinds of writers and that they adopted
Quintilian’s notion of imitation is often acclaimed for its focus on invention and appropriateness and for highlighting attunement to individual talent. Yet these aspects tend to be somewhat neglected in the practice of imitation as shaped by the classical rhetorical tradition, which primarily focuses on imitation exercises for beginners. This essay accentuates Quintilian’s chapter on imitation, w
Genre pedagogy is widely proliferated in Scandinaviaand shares a number of features with the rhetorical tradition ofimitation. The strengths and weaknesses of the two approachesare quite similar and both can be criticized for being focused onskills and reproduction rather than on bildungand change. Thisarticle describes the aims and values of each approach anddiscusses them in the light of a case
Ifølge nyere undersøgelser af udbredte læremidler inden for skandinaviske modersmålsfag på grundskole-og gymnasieniveau behandles sagprosa og ikke mindst sagprosatekstens indhold og situation stedmoderligt. Derfor undersøger jeg i denne artikel gennem den eksemplariske metode Isokrates’ og dansklæreren Lauras tilgange til og intentioner med især brugen af eksempeltekster i undervisning. Ved at udf
Scandinavian countries have a long tradition of widespread public schooling linked to civic education. In the most recent curriculum reforms, concepts from rhetoric appear in various forms in language arts subject curricula from primary to upper-secondary school. In this article, we examine how current Scandinavian curricula reflect rhetoric and rhetorical education through content analysis based
This volume addresses a gap in previous research and explores Nordic textbooks chronologically and empirically from the Protestant Reformation to our present time. The chapters are written by scholars from universities in Finland, Denmark, Sweden and Norway, countries that distinguish themselves with a rich tradition of textbook research. The authors represent different academic traditions and use
In this chapter, I examine how argumentation is portrayed in the subject of Danish (L1), focusing especially on the extent to which argumentation is linked both to the individual student and community building. I analyse central passages from recent curricula and a course on argumentation from the most used learning material in Denmark within the subject of Danish. The analysis is framed by the wo
Sankthansaften er en festlig aften, og i Danmark forbundet med sang og båltaler, der holdes af et mangefold af personer, byrådsmedlemmer, præster og forfattere. Særligt forfatteres båltaler trykkes ofte samtidig i en avis. Hvorfor holder forfattere båltaler? Og hvilke emner, pointer og træk er typisk på spil? I hvert fald ikke kun skønhed og harmoni. Som bekendt forbindes den epideitiske tale med
The pedagogy of student-driven imitation is derived from Quintilian’s chapter on imitation in book 10 of the Institutio Oratoria, aimed at the mature student and life long learning. Following the precepts of Quintilian, this contemporary pedagogy focuses on the formation of the citizen-orator by addressing questions such as: ‘What models would be fruitful for me as a student to learn from?’ and ‘H
