Urban building energy modelling (UBEM) is a growing research field that seeks to expand conventional building energy modelling to the realm of neighbourhoods, cities or even entire building stocks. The aim is to establish frameworks for analysing combined urban e˙ects rather than those of individual buildings, which city governments, utilities and other energy policy stakeholders can use to assess the current environmental impact of our buildings, and, maybe more importantly, the future e˙ects that energy renovation programmes and energy supply infrastructure changes might have. However, the task of creating reliable models of new or existing urban areas is diycult, as it requires an enormous amount of detailed input data – data which is rarely available. A solution to this problem is the introduction of archetype modelling, which is used to break down the building stock into a manageable subset of semantic building archetypes, for which, it is possible to characterize their parameters. It is the focus of this thesis to explore and develop new methods for stochastic archetype characterization that can enable archetype-based UBEM to be used for accurate urban-scale time series analysis. The thesis is divided into three parts. The first part acts as an introduction to case study data of the residential building stock of detached single-family houses (SFHs) in Aarhus, Denmark, which is used throughout the thesis for demonstration purposes. The second part concerns the development of methods for archetype modelling. Bayesian methods for archetype parameter calibration are presented that incorporates the variability of the underlying cluster of buildings, and correlation between parameters, to enable informed predictions of unseen buildings from the archetype under uncertainty. The capabilities of archetype-based UBEM are further widened through the introduction of dynamic building energy modelling that allows for time series analysis. The third part of the thesis is devoted to demonstrating the usefulness of the proposed archetype formulation as a building block for urban-scale applications. An exhaustive test scheme is employed to validate the predictive performance of the framework before establishing a city-scale UBEM of approx. 23,000 SFHs in Aarhus. It is used to forecast citywide heating energy use from 2017 up until 2050 under uncertainty of energy renovations and climate change. Overall, the proposed archetype-based UBEM framework promises very useful for fast, flexible and reliable urban-scale time series analysis, including forecasting the effects of energy renovation or city densification, to establish an informed basis for energy policy decision-making.
{"title":"Urban building energy modelling for retrofit analysis under uncertainty","authors":"Martin Heine Kristensen","doi":"10.7146/AUL.301.208","DOIUrl":"https://doi.org/10.7146/AUL.301.208","url":null,"abstract":"Urban building energy modelling (UBEM) is a growing research field that seeks to expand conventional building energy modelling to the realm of neighbourhoods, cities or even entire building stocks. The aim is to establish frameworks for analysing combined urban e˙ects rather than those of individual buildings, which city governments, utilities and other energy policy stakeholders can use to assess the current environmental impact of our buildings, and, maybe more importantly, the future e˙ects that energy renovation programmes and energy supply infrastructure changes might have. However, the task of creating reliable models of new or existing urban areas is diycult, as it requires an enormous amount of detailed input data – data which is rarely available. A solution to this problem is the introduction of archetype modelling, which is used to break down the building stock into a manageable subset of semantic building archetypes, for which, it is possible to characterize their parameters. It is the focus of this thesis to explore and develop new methods for stochastic archetype characterization that can enable archetype-based UBEM to be used for accurate urban-scale time series analysis. The thesis is divided into three parts. The first part acts as an introduction to case study data of the residential building stock of detached single-family houses (SFHs) in Aarhus, Denmark, which is used throughout the thesis for demonstration purposes. The second part concerns the development of methods for archetype modelling. Bayesian methods for archetype parameter calibration are presented that incorporates the variability of the underlying cluster of buildings, and correlation between parameters, to enable informed predictions of unseen buildings from the archetype under uncertainty. The capabilities of archetype-based UBEM are further widened through the introduction of dynamic building energy modelling that allows for time series analysis. The third part of the thesis is devoted to demonstrating the usefulness of the proposed archetype formulation as a building block for urban-scale applications. An exhaustive test scheme is employed to validate the predictive performance of the framework before establishing a city-scale UBEM of approx. 23,000 SFHs in Aarhus. It is used to forecast citywide heating energy use from 2017 up until 2050 under uncertainty of energy renovations and climate change. Overall, the proposed archetype-based UBEM framework promises very useful for fast, flexible and reliable urban-scale time series analysis, including forecasting the effects of energy renovation or city densification, to establish an informed basis for energy policy decision-making.","PeriodicalId":126978,"journal":{"name":"AU Library Scholarly Publishing Services","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2019-02-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126938830","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Denne rapport fra DPU analyserer danske skolers mobilregler i 2018, inklusive deres effekter og arsager, som skolerne selv har observeret dem. Born og unge bruger en stor del af deres vagne timer i skolesystemet, og mens forskere og professionelle skaermdebattorer ordkloves, har laerere, skolebestyrelser og skoleledelser taget stilling. Nogle laser bornenes telefoner inde fra morgenstunden. Andre prover at inddrage dem i undervisningen for at rumme den digitale side at tilvaerelsen paedagogisk. De fleste skolers regel er simpelthen, at telefonerne skal blive i tasken. Men vi ved meget lidt om, hvordan forskellige slags mobilregler generelt virker for born og deres voksne. En systematisk analyse af skolers praksis og erfaringer kan dermed bringe os et langt skridt naermere viden, der bade er empirisk valid og praktisk nyttig. Med over 600 skoler er dette den hidtil storste undersogelse af sin art. Dataene er indsamlet ved telefonisk survey og fortaeller dermed skolernes egne historier. Malet er at generere statistisk evidens, men ogsa at bibeholde nuancer og praktiske erfaringer fra skolerne selv. Her er det data, der taler. Hvad oplever skolerne? Hvad gor de hver isaer? Hvad virker? For leg? For det sociale? For arbejdsro? For teknologiforstaelse og selvregulering? Opnar skolerne deres mal? Og hvilke fordele og ulemper har de forskellige praktiske modeller?
{"title":"Skærm - skærm ikke? Rapport om skolers mobilregler: Hvorfor? Hvordan? Hvad virker?","authors":"Andreas Lieberoth","doi":"10.7146/aul.293.207","DOIUrl":"https://doi.org/10.7146/aul.293.207","url":null,"abstract":"Denne rapport fra DPU analyserer danske skolers mobilregler i 2018, inklusive deres effekter og arsager, som skolerne selv har observeret dem. Born og unge bruger en stor del af deres vagne timer i skolesystemet, og mens forskere og professionelle skaermdebattorer ordkloves, har laerere, skolebestyrelser og skoleledelser taget stilling. Nogle laser bornenes telefoner inde fra morgenstunden. Andre prover at inddrage dem i undervisningen for at rumme den digitale side at tilvaerelsen paedagogisk. De fleste skolers regel er simpelthen, at telefonerne skal blive i tasken. Men vi ved meget lidt om, hvordan forskellige slags mobilregler generelt virker for born og deres voksne. En systematisk analyse af skolers praksis og erfaringer kan dermed bringe os et langt skridt naermere viden, der bade er empirisk valid og praktisk nyttig. Med over 600 skoler er dette den hidtil storste undersogelse af sin art. Dataene er indsamlet ved telefonisk survey og fortaeller dermed skolernes egne historier. Malet er at generere statistisk evidens, men ogsa at bibeholde nuancer og praktiske erfaringer fra skolerne selv. Her er det data, der taler. Hvad oplever skolerne? Hvad gor de hver isaer? Hvad virker? For leg? For det sociale? For arbejdsro? For teknologiforstaelse og selvregulering? Opnar skolerne deres mal? Og hvilke fordele og ulemper har de forskellige praktiske modeller?","PeriodicalId":126978,"journal":{"name":"AU Library Scholarly Publishing Services","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2019-01-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126642107","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Michael Svendsen, Claus Rosenkrantz Hansen, D. Hansen
In a changing landscape of new Open Access modes, Denmark has adopted a so-called green Open Access strategy, according to which publications must be kept largely free of charge and publications must be archived in institutional repositories. Even so, Danish universities spend significant financial resources on Open Access publishing. Substantial fees are being paid to publish via the golden route in Open Access journals, but also in subscription-based journals via the hybrid model. The latter is especially interesting considering the practice of double-dipping, where universities not only pay for the right-to-read (via the national e-license portfolios) but also for the right-to-publish (via publication fees). This raises the question of the scale of resources being spent on Open Access publishing by Danish universities. This DEFF project follows similar efforts in the UK, Sweden, Norway, Germany and the Netherlands, monitoring how much is being spent on gold and hybrid publishing by Danish universities. The approach has been to identify the publishing ecology of Open Access and derived financial costs. Since it is difficult to gather invoice data, an economic model has been developed to estimate the total cost of publication at Danish universities. Results show that both gold and hybrid publishing practices and expenses related to Open Access publishing in the Danish universities are increasing substantially and that monitoring efforts are required. An executive summary with ten results and recommendations has been produced and is available here: https://zenodo.org/record/1544953 . Read more about the project: https:// bit.ly/oam-dk
{"title":"Open Access Monitor - DK (OAM-DK): Indsamling, dokumentation og administration af publiceringsudgifter til Open Access i Danmark","authors":"Michael Svendsen, Claus Rosenkrantz Hansen, D. Hansen","doi":"10.7146/AUL.291.205","DOIUrl":"https://doi.org/10.7146/AUL.291.205","url":null,"abstract":"In a changing landscape of new Open Access modes, Denmark has adopted a so-called green Open Access strategy, according to which publications must be kept largely free of charge and publications must be archived in institutional repositories. Even so, Danish universities spend significant financial resources on Open Access publishing. Substantial fees are being paid to publish via the golden route in Open Access journals, but also in subscription-based journals via the hybrid model. The latter is especially interesting considering the practice of double-dipping, where universities not only pay for the right-to-read (via the national e-license portfolios) but also for the right-to-publish (via publication fees). This raises the question of the scale of resources being spent on Open Access publishing by Danish universities. This DEFF project follows similar efforts in the UK, Sweden, Norway, Germany and the Netherlands, monitoring how much is being spent on gold and hybrid publishing by Danish universities. The approach has been to identify the publishing ecology of Open Access and derived financial costs. Since it is difficult to gather invoice data, an economic model has been developed to estimate the total cost of publication at Danish universities. Results show that both gold and hybrid publishing practices and expenses related to Open Access publishing in the Danish universities are increasing substantially and that monitoring efforts are required. An executive summary with ten results and recommendations has been produced and is available here: https://zenodo.org/record/1544953 . Read more about the project: https:// bit.ly/oam-dk","PeriodicalId":126978,"journal":{"name":"AU Library Scholarly Publishing Services","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2019-01-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133901737","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This thesis, titled "Use of qualitative case studies in evaluations of child welfare programs", was submitted autumn 2018 for the PhD degree at the Danish Institute for Education and Education (DPU), Faculty of Arts, Aarhus University. The purpose of this dissertation is to conduct an analysis of previous evaluations, thereby developing insight and understanding of how minor case studies can contribute to the understanding and development of knowledge within the field of child welfare. After completing many evaluations in public sector, the purpose of this dissertation has been to analyze how these evaluations of programs have contributed to the development and renewal of a field of expertise. In order not to narrow the scope of the study, I have chosen to specifically explore programs in the field of childcare that I also previously have evaluated. This is the overall objective of the dissertation: What use do qualitative case studies have in the evaluation of child welfare programs? In order to refine and clarify the topic, I have come up with three research questions. • What knowledge can evaluations gathered through case studies generate about child welfare programs? • What empirical, political and social practices appear in case studies? • Can evaluations based on case studies help to develop services in the field of child welfare? The starting point of this dissertation is to find out more about the use of case studies in evaluations and the knowledge they emerge. An evaluation consists of empirical, political and social practices where the evaluator gathers and interprets data that are used in the interpretation and evaluations of a program. A relevant question is how case studies can be used to develop service provision in the child welfare field. To answer the research questions I analyzed two evaluations that used case design. In order to create a personal distance to the data material, I constructed an analytical model and used intervention theory in the retrospective analysis. First, the evaluations were analyzed individually, and then a cross-case analysis was conducted to understand the relationship between intervention, evaluations and user effects. The two programs evaluated were different, one having a "top-down" approach to social improvement within the child welfare field, while the other program had a bottom-up strategy for change and development. Common to the evaluations was that a program theory was used to systematically focus on some key points and provide a detailed description of what has been achieved, how it has happened, and why. It was important to gain knowledge of the process that led to user effects in the programs. The two examples of case studies showed that the type of interventions had impact on the evaluation. How change occurred affected the role of the evaluator, but also the actual evaluation process and development of knowledge. In case one, the evaluation consisted of a study of a decision-making method
{"title":"Bruk av kvalitative case-studier i evalueringer av barnevernsprogrammer","authors":"Geir Hyrve","doi":"10.7146/aul.292.206","DOIUrl":"https://doi.org/10.7146/aul.292.206","url":null,"abstract":"This thesis, titled \"Use of qualitative case studies in evaluations of child welfare programs\", was submitted autumn 2018 for the PhD degree at the Danish Institute for Education and Education (DPU), Faculty of Arts, Aarhus University. The purpose of this dissertation is to conduct an analysis of previous evaluations, thereby developing insight and understanding of how minor case studies can contribute to the understanding and development of knowledge within the field of child welfare. After completing many evaluations in public sector, the purpose of this dissertation has been to analyze how these evaluations of programs have contributed to the development and renewal of a field of expertise. In order not to narrow the scope of the study, I have chosen to specifically explore programs in the field of childcare that I also previously have evaluated. This is the overall objective of the dissertation: What use do qualitative case studies have in the evaluation of child welfare programs? In order to refine and clarify the topic, I have come up with three research questions. • What knowledge can evaluations gathered through case studies generate about child welfare programs? • What empirical, political and social practices appear in case studies? • Can evaluations based on case studies help to develop services in the field of child welfare? The starting point of this dissertation is to find out more about the use of case studies in evaluations and the knowledge they emerge. An evaluation consists of empirical, political and social practices where the evaluator gathers and interprets data that are used in the interpretation and evaluations of a program. A relevant question is how case studies can be used to develop service provision in the child welfare field. To answer the research questions I analyzed two evaluations that used case design. In order to create a personal distance to the data material, I constructed an analytical model and used intervention theory in the retrospective analysis. First, the evaluations were analyzed individually, and then a cross-case analysis was conducted to understand the relationship between intervention, evaluations and user effects. The two programs evaluated were different, one having a \"top-down\" approach to social improvement within the child welfare field, while the other program had a bottom-up strategy for change and development. Common to the evaluations was that a program theory was used to systematically focus on some key points and provide a detailed description of what has been achieved, how it has happened, and why. It was important to gain knowledge of the process that led to user effects in the programs. The two examples of case studies showed that the type of interventions had impact on the evaluation. How change occurred affected the role of the evaluator, but also the actual evaluation process and development of knowledge. In case one, the evaluation consisted of a study of a decision-making method","PeriodicalId":126978,"journal":{"name":"AU Library Scholarly Publishing Services","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2019-01-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130419956","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Som en del af et forskningsprojekt om marksystemerne fra 1. artusinde f.v.t., som i litteraturen oftest benaevnes oldtidsagre, gennemfortes d. 4. oktober 2016 en mindre undersogelse af forekomsten i Tarup Lund pa Ostfyn. Formalet var primaert at tilvejebringe materiale til 14 C- og OSL-datering til afklaring af, over hvor lang tid opbygningen af terrassekanter og skelvolde var foregaet.
{"title":"Tårup Lund udgravningsrapport (excavation report)","authors":"Michael Vinter, Mette Løvschal","doi":"10.7146/aul.290.204","DOIUrl":"https://doi.org/10.7146/aul.290.204","url":null,"abstract":"Som en del af et forskningsprojekt om marksystemerne fra 1. artusinde f.v.t., som i litteraturen oftest benaevnes oldtidsagre, gennemfortes d. 4. oktober 2016 en mindre undersogelse af forekomsten i Tarup Lund pa Ostfyn. Formalet var primaert at tilvejebringe materiale til 14 C- og OSL-datering til afklaring af, over hvor lang tid opbygningen af terrassekanter og skelvolde var foregaet.","PeriodicalId":126978,"journal":{"name":"AU Library Scholarly Publishing Services","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2018-12-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121154137","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This dissertation explores staying with the trouble through design as a design theory of intimacy and intimate technology. To research and design with the subject of intimacy is to trouble and to ask for trouble, and by staying with the trouble of intimacy, to paraphrase Donna Haraway, I articulate and perform a way of designing not as a way out of trouble, but as a way of making trouble and staying with the trouble. I argue that by staying with the trouble, designers may learn to be “truly present” and respond to social, cultural and political issues of intimate technology. The methodology interweaves design research, feminist technoscience, critical theory and software studies into a critical-feminist design methodology. As a response to design and designing intimate technology I have engaged in Donna Haraway’s “Staying with the Trouble” (Donna J. Haraway 2016) and solutionism as a critique of technology development, as well as feminist theories on fantasies of “the good life” and gender and technology, and critical theories on the role of intimacy in digital culture. Within the field of interaction design research, this dissertation’s contribution can be divided into three parts: 1) an exploration of the role of intimate technologies in our everyday lives and ways of being, 2) a critical and feminist design methodology of staying with the trouble through design, and 3) design proposals that stay with the trouble of designing with intimacy. My design research has evolved through four design projects that interweave different intimate topics and technologies through varied design practices: 1. PeriodShare: an internet-connected menstrual cup. 2. Marcelle: a wearable sex toy reacting on wifi-activity. 3. Ingrid: a woman living with electromagnetic hypersensitivity. And 4. Intimate Futures: two digital personal assistants where one is pushing back on sexual harassment and the other is assisting with hormone level tracking. The main contribution of the dissertation is the design methodology staying with the trouble through design , which is an anti-solutionist approach to design that interweaves the situated, personal and political role of design. By responding to/with trouble, rather than designing solutions to problems, staying with the trouble through design aims to better understand the conflicts and responsibilities involved in complex social, cultural and political issues, in order to imagine and design still possible futures. The design methodology interweaves three practices that unfold the self-reflective, ethnographic and collaborative process of staying with the trouble through design . The first practice, the willful practice of Staying with the Wrong , is a continuous process of becoming a feminist designer and it includes actively learning to be present; question the given as given, stay with the feelings you wish would go away, continuously practice self-reflection on own positionality and using feminist humour when designing with ta
本文从亲密设计理论和亲密技术的角度探讨了通过设计与烦恼共处的问题。以亲密关系为主题进行研究和设计就是自找麻烦，通过与亲密关系的麻烦纠缠不清，套用Donna Haraway的话，我阐明并执行了一种设计方式，不是为了摆脱麻烦，而是为了制造麻烦并与麻烦纠缠不清。我认为，通过与麻烦相处，设计师可以学会“真正存在”，并对私密技术的社会、文化和政治问题做出反应。该方法论将设计研究、女性主义技术科学、批判理论和软件研究交织成一种批判女性主义设计方法论。作为对设计和设计亲密技术的回应，我参与了Donna Haraway的“与麻烦在一起”(Donna J. Haraway 2016)和作为技术发展批判的解决方案主义，以及关于“美好生活”幻想和性别与技术的女权主义理论，以及关于亲密在数字文化中的作用的批判理论。在交互设计研究领域，本论文的贡献可以分为三个部分:1)探索亲密技术在我们日常生活中的作用和存在方式，2)通过设计与麻烦保持一致的批判性和女权主义设计方法论，以及3)与亲密设计的麻烦保持一致的设计建议。我的设计研究通过四个设计项目发展而来，这些项目通过不同的设计实践交织了不同的亲密主题和技术:PeriodShare:一个联网的月经杯。2. Marcelle:一种可穿戴性玩具，对wifi活动有反应。3.英格丽:一个患有电磁超敏症的女人。和4。亲密的未来:两个数字个人助理，其中一个是反击性骚扰，另一个是协助激素水平跟踪。本文的主要贡献是设计方法论，通过设计与麻烦保持一致，这是一种反解决主义的设计方法，将设计的位置，个人和政治角色交织在一起。通过对麻烦的回应，而不是设计问题的解决方案，通过设计与麻烦在一起，旨在更好地理解复杂的社会、文化和政治问题所涉及的冲突和责任，从而想象和设计仍然可能的未来。设计方法交织了三种实践，通过设计展现了自我反思、民族志和合作的过程。第一种实践，即坚持错误的做法，是成为女权主义设计师的一个持续过程，它包括积极学习活在当下;质疑给定的是给定的，坚持你希望消失的感觉，不断地对自己的定位进行自我反思，在设计禁忌时使用女权主义的幽默。第二个实践，好奇的参观，鼓励设计师超越自己的位置，通过倾听快乐和痛苦的故事，参观正在进行的过去和现在的选择。通过将事实和虚构交织在一起，这挑战了设计师对当下的看法，并强调这种做法从来都不是无辜的，而是有风险的。最后，第三个实践“集体想象”强调了通过提出未来变化的设计如何应对和/或应对麻烦，以及我们如何共同参与未来，重写集体想象，并在社会和文化背景内或跨文化背景讲述其他可能的故事。总之，这三个相互交织的实践提出了一种通过设计来解决问题的方法，作为女权主义者对当前交互设计中的批评方法的贡献。
{"title":"Staying with the Trouble through Design","authors":"M. Søndergaard","doi":"10.7146/AUL.289.203","DOIUrl":"https://doi.org/10.7146/AUL.289.203","url":null,"abstract":"This dissertation explores staying with the trouble through design as a design theory of intimacy and intimate technology. To research and design with the subject of intimacy is to trouble and to ask for trouble, and by staying with the trouble of intimacy, to paraphrase Donna Haraway, I articulate and perform a way of designing not as a way out of trouble, but as a way of making trouble and staying with the trouble. I argue that by staying with the trouble, designers may learn to be “truly present” and respond to social, cultural and political issues of intimate technology. The methodology interweaves design research, feminist technoscience, critical theory and software studies into a critical-feminist design methodology. As a response to design and designing intimate technology I have engaged in Donna Haraway’s “Staying with the Trouble” (Donna J. Haraway 2016) and solutionism as a critique of technology development, as well as feminist theories on fantasies of “the good life” and gender and technology, and critical theories on the role of intimacy in digital culture. Within the field of interaction design research, this dissertation’s contribution can be divided into three parts: 1) an exploration of the role of intimate technologies in our everyday lives and ways of being, 2) a critical and feminist design methodology of staying with the trouble through design, and 3) design proposals that stay with the trouble of designing with intimacy. My design research has evolved through four design projects that interweave different intimate topics and technologies through varied design practices: 1. PeriodShare: an internet-connected menstrual cup. 2. Marcelle: a wearable sex toy reacting on wifi-activity. 3. Ingrid: a woman living with electromagnetic hypersensitivity. And 4. Intimate Futures: two digital personal assistants where one is pushing back on sexual harassment and the other is assisting with hormone level tracking. The main contribution of the dissertation is the design methodology staying with the trouble through design , which is an anti-solutionist approach to design that interweaves the situated, personal and political role of design. By responding to/with trouble, rather than designing solutions to problems, staying with the trouble through design aims to better understand the conflicts and responsibilities involved in complex social, cultural and political issues, in order to imagine and design still possible futures. The design methodology interweaves three practices that unfold the self-reflective, ethnographic and collaborative process of staying with the trouble through design . The first practice, the willful practice of Staying with the Wrong , is a continuous process of becoming a feminist designer and it includes actively learning to be present; question the given as given, stay with the feelings you wish would go away, continuously practice self-reflection on own positionality and using feminist humour when designing with ta","PeriodicalId":126978,"journal":{"name":"AU Library Scholarly Publishing Services","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2018-12-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124176390","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Today, agricultural vehicles are available that can drive autonomously and follow exact route plans more precisely than human operators. Combined with advancements in precision agriculture, autonomous agricultural robots can reduce manual labor, improve workflow, and optimize yield. However, as of today, human operators are still required for monitoring the environment and acting upon potential obstacles in front of the vehicle. To eliminate this need, safety must be ensured by accurate and reliable obstacle detection and avoidance systems. In this thesis, lidar-based obstacle detection and recognition in agricultural environments has been investigated. A rotating multi-beam lidar generating 3D point clouds was used for point-wise classification of agricultural scenes, while multi-modal fusion with cameras and radar was used to increase performance and robustness. Two research perception platforms were presented and used for data acquisition. The proposed methods were all evaluated on recorded datasets that represented a wide range of realistic agricultural environments and included both static and dynamic obstacles. For 3D point cloud classification, two methods were proposed for handling density variations during feature extraction. One method outperformed a frequently used generic 3D feature descriptor, whereas the other method showed promising preliminary results using deep learning on 2D range images. For multi-modal fusion, four methods were proposed for combining lidar with color camera, thermal camera, and radar. Gradual improvements in classification accuracy were seen, as spatial, temporal, and multi-modal relationships were introduced in the models. Finally, occupancy grid mapping was used to fuse and map detections globally, and runtime obstacle detection was applied on mapped detections along the vehicle path, thus simulating an actual traversal. The proposed methods serve as a first step towards full autonomy for agricultural vehicles. The study has thus shown that recent advancements in autonomous driving can be transferred to the agricultural domain, when accurate distinctions are made between obstacles and processable vegetation. Future research in the domain has further been facilitated with the release of the multi-modal obstacle dataset, FieldSAFE.
{"title":"Lidar-based Obstacle Detection and Recognition for Autonomous Agricultural Vehicles","authors":"M. Kragh","doi":"10.7146/AUL.288.202","DOIUrl":"https://doi.org/10.7146/AUL.288.202","url":null,"abstract":"Today, agricultural vehicles are available that can drive autonomously and follow exact route plans more precisely than human operators. Combined with advancements in precision agriculture, autonomous agricultural robots can reduce manual labor, improve workflow, and optimize yield. However, as of today, human operators are still required for monitoring the environment and acting upon potential obstacles in front of the vehicle. To eliminate this need, safety must be ensured by accurate and reliable obstacle detection and avoidance systems. In this thesis, lidar-based obstacle detection and recognition in agricultural environments has been investigated. A rotating multi-beam lidar generating 3D point clouds was used for point-wise classification of agricultural scenes, while multi-modal fusion with cameras and radar was used to increase performance and robustness. Two research perception platforms were presented and used for data acquisition. The proposed methods were all evaluated on recorded datasets that represented a wide range of realistic agricultural environments and included both static and dynamic obstacles. For 3D point cloud classification, two methods were proposed for handling density variations during feature extraction. One method outperformed a frequently used generic 3D feature descriptor, whereas the other method showed promising preliminary results using deep learning on 2D range images. For multi-modal fusion, four methods were proposed for combining lidar with color camera, thermal camera, and radar. Gradual improvements in classification accuracy were seen, as spatial, temporal, and multi-modal relationships were introduced in the models. Finally, occupancy grid mapping was used to fuse and map detections globally, and runtime obstacle detection was applied on mapped detections along the vehicle path, thus simulating an actual traversal. The proposed methods serve as a first step towards full autonomy for agricultural vehicles. The study has thus shown that recent advancements in autonomous driving can be transferred to the agricultural domain, when accurate distinctions are made between obstacles and processable vegetation. Future research in the domain has further been facilitated with the release of the multi-modal obstacle dataset, FieldSAFE.","PeriodicalId":126978,"journal":{"name":"AU Library Scholarly Publishing Services","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2018-11-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126728623","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Abstract Teaching is influenced by myriad factors and a significant player in this context is the teacher and his/her cognition. Teacher cognition is ‘the unobservable cognitive dimension of teaching – what teachers know, believe, and think’ (Borg, 2003). In recent decades, much research has been conducted on English as a foreign language teaching and teacher cognition, which continues to highlight the crucial significance of the role of teacher cognition in teaching. Research in teacher cognition covers various aspects of teaching language and language skills, with grammar enjoying predominance, while language skills, particularly speaking and listening, play second fiddle. Teaching speaking in English as a foreign language is important as foreign language learners desire to learn to speak the language and use it actively to communicate with peers and others. The purpose of my qualitative case study is to: glean teacher cognition about teaching speaking in English as a foreign language teaching of seven grade 8 teachers in The Faroe Islands; ascertain the impact of teacher cognition on their teaching speaking praxis; and attempt to identify the reflection of the ‘state of the art’ in teaching speaking in English as a foreign language. The case study attempts to identify themes and categorise teacher behaviour and events rather than testing theory or hypotheses. It is a collective parallel case study, where seven cases are viewed concurrently. This case study attempts to add to the significant and under-researched field of teacher cognition on teaching speaking. Semi-structured interviews, questionnaires, observations and document analysis were used to elicit data to fulfil research aims. The results show that teacher cognition of grade 8 teachers does impact teaching speaking and congruence between the two appears to be the norm, with lesser representation of incongruence. The congruence between teacher cognition and teaching speaking is a result of two factors: firstly, the strong influence of ‘apprenticeship of observation’ i.e. the influence of teachers’ personal experiences as students from years of school, university and teacher education, which influences the way they teach and think about teaching. Secondly, teacher interpretation of teaching speaking as facilitating student spoken performance in the classroom, i.e. ‘doing speaking’ instead of teaching speaking i.e. using specific strategies to teach students to speak. The teacher education curriculum up to 2008 in the department of Education in The University of The Faroe Islands, to which most of the participants belong, did not include second language acquisition theories or language pedagogy. The incongruence therefore arises from the teachers functioning based on ‘apprenticeship of observation’ and experiential knowledge gleaned from teaching experience to create their models of teaching speaking. As for the post 2008 participants, new and inexperienced teachers are more likely to be
教学受多种因素的影响，教师及其认知是影响教学的重要因素。教师认知是“教学中不可观察的认知维度——教师所知、所信、所想”(Borg, 2003)。近几十年来，关于英语作为外语教学和教师认知的研究越来越多，不断凸显出教师认知在教学中的重要作用。教师认知的研究涵盖了教学语言和语言技能的各个方面，其中语法占主导地位，语言技能，特别是口语和听力居其次。作为外语的英语口语教学很重要，因为外语学习者渴望学会说这门语言，并积极地使用它与同龄人和其他人交流。我的定性案例研究的目的是:收集法罗群岛七名八年级教师对英语作为外语教学的认知;明确教师认知对教学口语实践的影响;并试图找出“最新技术”在英语作为外语教学中的反映。案例研究试图确定主题并对教师行为和事件进行分类，而不是测试理论或假设。这是一个集体平行的案例研究，其中七个案例被同时审视。本案例研究试图为教师对口语教学的认知这一重要且研究不足的领域增添新的内容。采用半结构化访谈、问卷调查、观察和文献分析来获取数据以实现研究目标。结果表明，八年级教师的认知对教学口语有影响，二者的一致性表现为常态，不一致性表现较少。教师认知与教学话语的一致性是两个因素的结果:首先，“观察学徒制”的强烈影响，即教师作为学生的多年中学、大学和教师教育的个人经历的影响，影响了他们的教学方式和对教学的思考。其次，教师对教学口语的理解是促进学生在课堂上的口语表现，即“做口语”而不是教口语，即使用特定的策略教学生说话。法罗群岛大学(The University of The Faroe Islands)的教育系截至2008年的教师教育课程并未包括第二语言习得理论和语言教育学。因此，这种不一致源于教师基于“观察学徒制”和从教学经验中收集的经验知识来创造他们的教学模式。对于2008年后的参与者来说，新老师和没有经验的老师更有可能在教授一门语言时，在能够实践学科教学法之前，更关心课堂管理。虽然一致性占主导地位，但教师认知与教学言语之间的不一致性发生率较小，这可能表明核心-外围信念二分法。核心信念在教学中表现出来，并被选择在外围信念之上，这是认知与教学之间存在差距的原因。Phipps和Borg(2009)认为，核心信念是基于经验的，往往更稳定。它们比外围信念的影响更大，外围信念是基于理论的，没有经过教师在实践中尝试和检验，成为教学曲目的一部分。在反馈的情况下，八年级教师不再积极地使用它作为核心信念，即反馈可能会阻碍学生参与课堂，这压倒了关于反馈对学生学习有用性的外围信念。我们选择了Goh和Burns(2012)的“教学-口语循环”来确定“最新技术”在八年级口语教学实践中的反映。它将早期的口语教学模式纳入其中，主张采用整体教学法进行口语教学，并相继开展具体的活动来促进口语教学。在八年级的口语教学实践中，零星地反映了这种模式的各个方面，强调有“做说”，即有说的机会，而不是教说。本研究强调了教师教育在使教师具备专业能力和主动帮助职前和职后教师批判性地自我意识到教师认知对其实践的影响方面的关键作用。它指出了教师在职业生涯中持续专业发展的重要性，并为教育研究影响教学和改变教育做出了贡献。
{"title":"Teacher cognition of grade 8 teachers on teaching speaking in English as a foreign language in The Faroe Islands and its impact on teachers’ pedagogical praxis: seven case studies","authors":"Kalpana Vijayavarathan-R","doi":"10.7146/AUL.287.201","DOIUrl":"https://doi.org/10.7146/AUL.287.201","url":null,"abstract":"Abstract Teaching is influenced by myriad factors and a significant player in this context is the teacher and his/her cognition. Teacher cognition is ‘the unobservable cognitive dimension of teaching – what teachers know, believe, and think’ (Borg, 2003). In recent decades, much research has been conducted on English as a foreign language teaching and teacher cognition, which continues to highlight the crucial significance of the role of teacher cognition in teaching. Research in teacher cognition covers various aspects of teaching language and language skills, with grammar enjoying predominance, while language skills, particularly speaking and listening, play second fiddle. Teaching speaking in English as a foreign language is important as foreign language learners desire to learn to speak the language and use it actively to communicate with peers and others. The purpose of my qualitative case study is to: glean teacher cognition about teaching speaking in English as a foreign language teaching of seven grade 8 teachers in The Faroe Islands; ascertain the impact of teacher cognition on their teaching speaking praxis; and attempt to identify the reflection of the ‘state of the art’ in teaching speaking in English as a foreign language. The case study attempts to identify themes and categorise teacher behaviour and events rather than testing theory or hypotheses. It is a collective parallel case study, where seven cases are viewed concurrently. This case study attempts to add to the significant and under-researched field of teacher cognition on teaching speaking. Semi-structured interviews, questionnaires, observations and document analysis were used to elicit data to fulfil research aims. The results show that teacher cognition of grade 8 teachers does impact teaching speaking and congruence between the two appears to be the norm, with lesser representation of incongruence. The congruence between teacher cognition and teaching speaking is a result of two factors: firstly, the strong influence of ‘apprenticeship of observation’ i.e. the influence of teachers’ personal experiences as students from years of school, university and teacher education, which influences the way they teach and think about teaching. Secondly, teacher interpretation of teaching speaking as facilitating student spoken performance in the classroom, i.e. ‘doing speaking’ instead of teaching speaking i.e. using specific strategies to teach students to speak. The teacher education curriculum up to 2008 in the department of Education in The University of The Faroe Islands, to which most of the participants belong, did not include second language acquisition theories or language pedagogy. The incongruence therefore arises from the teachers functioning based on ‘apprenticeship of observation’ and experiential knowledge gleaned from teaching experience to create their models of teaching speaking. As for the post 2008 participants, new and inexperienced teachers are more likely to be","PeriodicalId":126978,"journal":{"name":"AU Library Scholarly Publishing Services","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2018-11-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131593374","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This research and knowledge gathering project presents international, Nordic, and Danish research and knowledge regarding youth in gangs. This research and knowledge gathering constitutes part II of a combined research project focused on young men in gangs, which has been running since January of 2013. Earlier in the course of the project, report number 1 was published with the title “Voices from a Gang – Young Gang Members Own Stories as told by themselves about Growing Up, Daily Life, and Their Future".. The research project also encompassed a temporal and economic opportunity to develop research and knowledge gathering specifically with a focus on pinning down existing research-based knowledge on the subject of youth in gangs, both in a Danish and international context – and this is what is now being presented in this report. The third and last report (Report Part III) presents the results of that part of the research project that focused on the social programs and efforts that are being implemented across the country in various forms to prevent gang affiliation, as well as focusing on efforts that help young people leave gangs. Here, the professional workers are included, meaning those who work with young people in gangs in various ways, their knowledge and experience, and the social and social-pedagogical efforts, theories, and methods, on which the professionals base their work. The third and last report in the complete research project about young men in gangs is expected published in December of 2018.
{"title":"Youth in gangs: what do we know – and what don’t we know? A research review of national and international knowledge about youth in gangs","authors":"K. Petersen, Lars Ladefoged","doi":"10.7146/AUL.284.199","DOIUrl":"https://doi.org/10.7146/AUL.284.199","url":null,"abstract":"This research and knowledge gathering project presents international, Nordic, and Danish research and knowledge regarding youth in gangs. This research and knowledge gathering constitutes part II of a combined research project focused on young men in gangs, which has been running since January of 2013. Earlier in the course of the project, report number 1 was published with the title “Voices from a Gang – Young Gang Members Own Stories as told by themselves about Growing Up, Daily Life, and Their Future\".. The research project also encompassed a temporal and economic opportunity to develop research and knowledge gathering specifically with a focus on pinning down existing research-based knowledge on the subject of youth in gangs, both in a Danish and international context – and this is what is now being presented in this report. The third and last report (Report Part III) presents the results of that part of the research project that focused on the social programs and efforts that are being implemented across the country in various forms to prevent gang affiliation, as well as focusing on efforts that help young people leave gangs. Here, the professional workers are included, meaning those who work with young people in gangs in various ways, their knowledge and experience, and the social and social-pedagogical efforts, theories, and methods, on which the professionals base their work. The third and last report in the complete research project about young men in gangs is expected published in December of 2018.","PeriodicalId":126978,"journal":{"name":"AU Library Scholarly Publishing Services","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2018-11-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130464342","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Denne forsknings- og vidensopsamling praesenterer international, nordisk og dansk forskning og viden pa omradet knyttet til unge i bandegrupperinger.Forsknings- og vidensopsamlingen udgor del II af et samlet forskningsprojekt, som har fokus pa unge maend i bandegrupperinger, der har forlobet siden januar 2013. Tidligere i projektforlobet er udkommet rapport nr. I med titlen ”Stemmer fra en bande – Unge bandemedlemmers egne fortaellinger om opvaekst, hverdagsliv og fremtid”.Forskningsprojektet omfattede imidlertid ogsa en tidsmaessig og okonomisk mulighed for at udarbejde en forsknings- og vidensopsamling specifikt med fokus pa at indkredse eksisterende forskningsbaseret viden pa omradet knyttet til unge i bandegrupperinger, bade i dansk og international sammenhaeng – og det er denne, der nu foreligger i denne rapport. Tredje og sidste rapport (rapport del III) praesenterer resultaterne af den del af forskningsprojektet, der har haft fokus pa de socialpaedagogiske indsatser, der landet over ivaerksaettes i forskellige former til forebyggelse af tilknytning til bandegruppering, savel som med fokus pa indsatser, der hjaelper unge til at forlade bandegrupperinger. Her inddrages de professionelles arbejde, det vil sige dem, der pa forskellig vis arbejder med de unge i bandegrupperinger, deres viden og erfaringer og de sociale og socialpaedagogiske indsatser, teorier og metoder, som de professionelle arbejder ud fra. Den tredje og sidste rapport i det samlede forskningsprojekt om unge maend i bandegrupperinger forventes at udkomme i december 2018.
{"title":"Unge i bandegrupperinger – hvad ved vi, og hvad ved vi ikke? En forskningsopsamling over national og international viden om unge i bander","authors":"Kirsten Elisa Petersen, Lars Ladefoged","doi":"10.7146/AUL.283.198","DOIUrl":"https://doi.org/10.7146/AUL.283.198","url":null,"abstract":"Denne forsknings- og vidensopsamling praesenterer international, nordisk og dansk forskning og viden pa omradet knyttet til unge i bandegrupperinger.Forsknings- og vidensopsamlingen udgor del II af et samlet forskningsprojekt, som har fokus pa unge maend i bandegrupperinger, der har forlobet siden januar 2013. Tidligere i projektforlobet er udkommet rapport nr. I med titlen ”Stemmer fra en bande – Unge bandemedlemmers egne fortaellinger om opvaekst, hverdagsliv og fremtid”.Forskningsprojektet omfattede imidlertid ogsa en tidsmaessig og okonomisk mulighed for at udarbejde en forsknings- og vidensopsamling specifikt med fokus pa at indkredse eksisterende forskningsbaseret viden pa omradet knyttet til unge i bandegrupperinger, bade i dansk og international sammenhaeng – og det er denne, der nu foreligger i denne rapport. Tredje og sidste rapport (rapport del III) praesenterer resultaterne af den del af forskningsprojektet, der har haft fokus pa de socialpaedagogiske indsatser, der landet over ivaerksaettes i forskellige former til forebyggelse af tilknytning til bandegruppering, savel som med fokus pa indsatser, der hjaelper unge til at forlade bandegrupperinger. Her inddrages de professionelles arbejde, det vil sige dem, der pa forskellig vis arbejder med de unge i bandegrupperinger, deres viden og erfaringer og de sociale og socialpaedagogiske indsatser, teorier og metoder, som de professionelle arbejder ud fra. Den tredje og sidste rapport i det samlede forskningsprojekt om unge maend i bandegrupperinger forventes at udkomme i december 2018.","PeriodicalId":126978,"journal":{"name":"AU Library Scholarly Publishing Services","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2018-11-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116371172","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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