• Energy Research
• 2021-2025close
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Verdenssamfundet er udfordret af en række globale problemstillinger af superkompleks karakter (Barnett 2000). Klimakrisen er blot én af disse udfordringer, der kræver langt mere radikale løsninger, end de vestlige demokratier hidtil har været vant til (Sörlin 2015). Det betyder, at investeringer i forskning, innovation og uddannelse er en forudsætning for at imødegå samfundsudfordringerne ikke mindst for at kunne opretholde en socialt ansvarlig og bæredygtig fremtid (Pedersen et.al. 2019). Med etableringen af Verdensmålene for Bæredygtig Udvikling opfordrer FN alle verdens lande til handling for at fremme velstand og samtidig beskytte planeten (Verdensmaalene.dk), og i en dansk uddannelseskontekst blev 2030-skolerne lanceret i 2019 for at understøtte, at FN’s verdensmål kan integreres i en dansk grundskolekontekst (2030skoler.dk). Således er 2030-skolerne forpligtet til at tage ansvar for at fremme bæredygtig udvikling i et verdensmålsperspektiv.Forskningsspørgsmål: Hvilke ledelsesmæssige tiltag, initiativer og drivkræfter kan fremme skolens arbejde med grøn samfundsmæssig omstilling? Analysen bygger på kvalitative interviews med tre skoleledere fra tre forskellige verdensmålscertificerede grundskoler. De tre cases er udvalgte efter et princip om kritiske cases i relation til de pågældende skoleledernes visioner og intentioner om at arbejde proaktivt med grøn samfundsmæssig omstilling ikke mindst gennem inddragelse af og åbenhed mod skolens lokalområde. Der foretages en tematisk analyse (Braun, Clarke, Hayfield, Terry 2018) af empirien med en skelnen mellem temaer, kategorier og koncepter. Analysen inddrager følgende teoretiske perspektiver: Forskning i samarbejdsdrevet innovation (Van de Ven 2007, Balslev 2012) og i kollaborativ problemløsning (Pedersen et.al. 2019) viser, at komplekse problemfelter dårligt adresseres gennem traditionelle enstrengede løsningsmodeller, men kræver en kollaborativ tilgang, der bygger på interdisciplinaritet, transparens og tillid. International forskning i skolers organisationsudvikling (Dzerefos 2020; Mogren & Gericke 2017a; 2017b) har identificeret nogle af de mulige drivkræfter og barrierer for grønne skolers organisatoriske succes. Grønne skoler synes at have forudsætninger for at få succes, hvis den politiske ramme omkring deres organisationsudvikling understøtter skolelederteamets autonome beslutninger (Dzerefos 2020). Endelig skal både den interne økologi i skoleorganisationen og den eksterne økologi i lokalsamfundsnetværket overvejes, hvis skoleledere ønsker at underbygge en optimal kvalitet i relation til skolens arbejde med grøn samfundsmæssig omstilling i lokale skolesammenhænge (Moore et al. 2019; Mogren & Gericke 2017a; Lotz-Sisitka et al. 2015; Breiting, Mayer & Mogensen 2005; Eisner 1992).Empirien indikerer, at skolelederne gør brug af bløde ledelsesteknologier med fokus på inddragelse, meningsforhandling og samarbejde i form af en åbning af skolen mod lokalsamfundet og etablering af en ”vi-bevidsthed”. Der er tale om en ”vi-bevidsthed” og en organisering, der fremmer en social praksis på tværs af elever, lærere, familier og lokalsamfund omkring etablering af en fælles forståelse af lokale problemfelter for grøn samfundsmæssig omstilling og mulige handlinger, som eleverne kan magte at deltage i og bidrage til. Undersøgelsen konkluderer, at der er belæg for at identificerer en fremvoksende form for kollaborativ skoleledelse for grøn samfundsmæssig omstilling. World society is challenged by a number of global issues of a super-complex nature (Barnett 2000). The climate crisis is just one of these challenges that require far more radical solutions than Western democracies have been accustomed to (Sörlin 2015). This means that investments in research, innovation and education are a prerequisite for meeting societal challenges, not least in order to be able to maintain a socially responsible and sustainable future (Pedersen et.al. 2019). With the establishment of the World Goals for Sustainable Development, the UN calls on all the countries of the world to take action to promote prosperity and at the same time protect the planet (Verdensmaalene.dk), and in a Danish educational context the 2030 schools were launched in 2019 to support that the UN's world goals can be integrated into a Danish primary school context (2030skoler.dk). Thus, the 2030 schools are obliged to take responsibility for promoting sustainable development in a world goal perspective.Research question: What leadership measures, initiatives and driving forces can promote the school's work with green societal transformation? The analysis is based on qualitative interviews with three head teachers from three different global target-certified primary schools. The three cases have been selected according to a principle of critical cases in relation to the respective school leaders' visions and intentions to work proactively with green societal change, not least through the involvement of and openness towards the school's local area.

Anxiety, depression, and co-morbid alcohol use disorder (AUD) are frequent and often difficult to diagnose and treat accurately. Diagnosis of anxiety or depression should only be made when the patients have been abstinent for four to six weeks. Patients are treated in general practice, municipal alcohol outpatient clinics, or in psychiatric settings. There are no national guidelines for this organisation in Denmark. Integrated treatment (psychotherapy and/or medical), at which both anxiety or depression and AUD are treated simultaneously by the same therapist (team), seems to be best.

Reaching the political goals for reduction of greenhouse gas emissions in the Danish agricultural sector requires significant effort. Pyrolysis of biomass represents a large reduction potential in the sector, but there is currently insufficient incentive for farmers to utilize biochar on agricultural soil. In this study, the effects of a Danish carbon tax on the economic incentive to utilize pyrolysis is investigated. Through a dairy farm case study, climate footprints are calculated and the reduction potential of pyrolysis is quantified. Combining these results with an analysis of the carbon tax structure and the carbon credit market, the economic burden of the dairy farm through the carbon tax is estimated in a range of scenarios.The farm is expected to pay between 2,7 and 4,1 mio. DKK in carbon tax corresponding to 8-11% of the annual turnover. Through pyrolysis, the farm savings in carbon tax are dependent on the details of the implementation of the tax. With subsidies for negative emissions in the agricultural sector, pyrolysis is estimated to reduce the carbon tax between 25% and 60%. Without subsidies, the savings are between 15% and 45%. In addition to the incentive for pyrolysis achieved through reduced carbon tax, the sale of carbon credits provides additional value. It is necessary to establish business models that distribute the value between farmers and pyrolysis plant owners, in order to realize the potential of pyrolysis in the agricultural sector.

Background: Medical laboratories generate large amounts of waste. To promote sustainability in laboratory practice, waste management is one of several measures. The first step in waste management improvement is to examine current practices. In this study, we mapped waste separation and reviewed the different information sources on waste sorting at Fürst Medical Laboratory. The employees were also asked to suggest measures to reduce plastic waste in the laboratory. Method: A digital questionnaire was distributed to 240 laboratory employees. The findings were summarized using descriptive statistics. To find correlation between answers, cross-table and Pearson's chi-square tests were used. Results: The form was completed by 126 persons (response rate 53%). All respondents stated that they sorted cardboard and paper. Respectively, 91% and 87% sorted hazardous and soft plastic waste, while 21% sorted polystyrene and 19% glass. Most (75%) respondents received information about waste separation from procedures in the quality assurance system. Employees who received good information about waste separation also stated to a greater extent that it was easy to sort, compared to those who stated that they did not receive enough information (p <0.001). Most (74%) of the respondents felt that suppliers of laboratory materials should reduce the use of plastic. Conclusion: All respondents practice waste separation, but different types of waste were found to be sorted to varying degrees. The main source of information on waste separation is procedures in the laboratory’s quality assurance system, and those who report receiving enough information about sorting find it easier to sort. To reduce plastic waste, suppliers of laboratory materials should limit the use of plastic.

Historical gardens and green cultural environments maintain and transmit parts of our biocultural heritage. The gardener's maintenance and cultivation work affects both the content and our experience of these environments. While modern management methods in many cases are necessary to fulfil requirements for the work environment and efficiency, we want to investigate the extent to which alternative/traditional working methods can contribute with other qualities and with solutions for more sustainable management. Garden and Landscape Crafts bachelor's programme students at the Department of Conservation are practicing a lost craft skill by participating in a comparative cultivation experiment to gain an understanding of historical methods and their relation to the present, as well as the future development and revitalisation of sustainable historical environments.

This article applies four different genre labels to an empirical material consisting of responses to qualitative questionnaires on climate change. The basic assumption is that genres shape our understandings of climate change, and accordingly that different genre labels highlight certain features of the texts while obscuring or ignoring others. Beginning with the term survey discourse as a subgenre of climate change narratives, this genre label stresses the underlying narrative structure of the responses, even though they are not narratives in a strict sense. The second term, prophecy or rather the prophetic mode, pinpoints the peculiar double temporality of many responses, resulting in a temporal loop in which the catastrophic future overshadows and partially determines the present while still leaving space for action. The third genre label, apocalypse, is more extreme than the prophetic mode, as its favoured temporality forecloses the possibility of influencing the future in any way. The fourth genre term, polyphonic interior monologue, underlines structural similarities of the responses with the literary interior monologue, and emphasizes their dialogical nature as they acknowledge the existence of other points of view.

Social retfærdighed og social bæredygtighed kan betyde forskellige ting for forskellige mennesker. Men tvetydighed behøver ikke at være en svaghed, for der er værdi i en mangfoldighed af analyser, tilgange og løsninger ift både uretfærdighed og bæredygtighed. Karrierevejledning kan være et af midlerne ved aktivt at tage stilling til social retfærdighed og sætte fokus på bæredygtige karrierer i vores samfundet. Dette kapitel fokuserer på social retfærdighed som et vigtigt led i karrierevejledning. Altså en social bæredygtighed både for den enkelte, for de fællesskaber vi alle er en del af og for samfundet. Her knytter kapitlet sig til en bred definition af bæredygtighed som omfatter: miljø, økonomi, sociale forhold (særligt karriere, arbejdsmarked og arbejdsliv) og kultur.