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Introduction Approximately 25% of all deliveries in Denmark are medically induced, typically characterized by more intense uterine contractions. The aim of this paper is to investigate the differences in the administration of epidural analgesia and pain experience between spontaneous and medically induced labor in nulliparous and multiparous women. Methods This is a prospective case-controlled study of 100 participating women in labor. The primary outcome was the timing of administration of epidural analgesia, by delivery progression and frequency. Pain scores were indicated by the McGill Pain Questionnaire and the duration of pain was also notified. Results In nulliparous and multiparous women, medically induced labor was associated with earlier administration of epidural analgesia in relation to the onset of labor pain, compared to women with a spontaneous onset of labor (10.4 vs 26.10 hours, p=0.0). There was a trend, however not statistical, in the use of epidural analgesia in relation to delivery progression, assessed as dilation of the cervix (3 cm vs 4.5 cm, p=0.07) and towards higher frequency for medically induced labor (51.5% vs 32.8%, p=0.07). In nulliparous women, a reduced period of labor pain was shown in medically induced deliveries compared to spontaneous deliveries (9.30 vs 19.00 hours, p=0.03). However, no significant differences in experienced pain were shown (Score: 28.70 vs 29.60, p=0.194). Conclusions Epidural analgesia was administered earlier, and duration of experienced pain was shorter in medically induced labor, in comparison to spontaneous deliveries. However, the experienced pain was not different, possibly explained by a more intense labor process.

BACKGROUND—Following neonatal open heart surgery a nadir occurs in left ventricular function six to 12 hours after cardiopulmonary bypass. Although initiated by intraoperative events, little is known about the mechanisms involved. OBJECTIVE—To evaluate the involvement of nitric oxide in this late phase dysfunction in piglets. DESIGN—Piglets aged 2 to 3 weeks (4-5 kg) underwent cardiopulmonary bypass (1 h) and cardioplegic arrest (0.5 h) and then remained ventilated with inotropic support. Twelve hours after bypass, while receiving dobutamine (5 µg/kg/min), the left ventricular response to non-selective nitric oxide synthase inhibition (l-NG-monomethylarginine (l-NMMA)) was evaluated using load dependent and load independent indices (Ees, the slope of the end systolic pressure-volume relation; Mw, the slope of the stroke work-end diastolic volume relation; [dP/dtmax]edv, the slope of the dP/dtmax-end diastolic volume relation), derived from left ventricular pressure-volume loops generated by conductance and microtip pressure catheters. RESULTS—10 pigs received 7.5 mg l-NMMA intravenously and six of these received two additional doses (37.5 mg and 75 mg). Ees (mean (SD)) increased with all three doses, from 54.9 (40.1) mm Hg/ml (control) to 86.3 (69.5) at 7.5 mg, 117.9 (65.1) at 37.5 mg, and 119 (80.4) at 75 mg (p

In this paper we discuss and present results from the pedagogical development of an advancedlevel undergraduate electrical engineering course at Uppsala University, where a new laboratory experiment was implemented. The implementation of the laboratory experiment seemed to result in improved student performance on written tests and a better overall success/pass rate when compared with previous years. The aim of this paper is to describe the course development and its outcome, with a focus on the individual engineering laboratory experiment. We conclude that unique student tasks, connected to realistic engineering problems, may increase the engagement and subject understanding of students.

This paper introduces a new teaching design called Takeaway Teaching. The design consists of pre-designed generic themes and activities that support the development of study strategies in higher education. These themes and activities are easily redesigned by the teacher and integrated into the academic curriculum. The purpose of the design is twofold. It supports the didactic reflection and development of the teacher and the development of the students’ study competence. This paper presents the theoretical framework of the design, based on a theoretical approach of metacognition and second-order teaching and learning, and an example of a redesign of one of the generic themes; Literature Search.

Machine Learning (ML) is often used invisibly in everyday applications with little opportunity for consumers to investigate how it works. In this paper, we expand recent efforts to unfold what students should know about ML and how to design tools and activities allowing them to engage with ML. To do so, we explore how to make processes and aspects of ML tangible through the design of the Machine Learning Machine (MLM); a tangible user interface which enables students to create their own data-sets using pen and paper and to iteratively build and test ML models using this data. Based on insights from the design process and a preliminary pilot study with the MLM, we discuss how a tangible approach to engaging with ML can spur curiosity in students and how the iterative process of improving ML models can encourage students to reflect on the relation between data, model and predictions.

The paper explores Gernot Böhme’s interpretation of the concept of atmosphere as an aesthetical concept of the natural environment, especially of the weather. Böhme takes over the concept of atmosphere from Hermann Schmitz’ body phenomenology in which human feelings are considered to be spatial atmospheres. Böhme integrates atmospheres into his phenomenology of nature by showing that they are bodily sensations of human’s mode of being in their environment. Based on this framework he sketches out a phenomenology of the weather, i.e. a theory of the connection of climate and our mode of being. The perspective of the paper is to employ Böhme’s work with atmospheres in environmental education in general, and, specifi cally, in education concerning climate change.

Studerende er ofte utilfredse med såvel kvaliteten som kvantiteten af feedback på skriftligt arbejde. Ligeledes kan det som underviser være svært at afgive feedback, der tager udgangspunkt i de studerendes respektive læringssituationer, hvis man ikke har andet afsæt end opgavetekster. Denne artikel beskriver derfor to eksperimenter med brug af selvevaluering som kvalificerende mellemled i ekstern feedback på skriveøvelser. Eksperimenternes formål er at styrke den formative læring ved skriftligt arbejde. I det første eksperiment bestod feedbacken af underviser-feedback, mens det andet eksperiment indebar peer-feedback og fælles feedback. I begge tilfælde blev selvevalueringen foretaget med udgangspunkt i en kriteriebaseret retteguide. Eksperimenterne medførte, at den eksterne feedback blev målrettet og kvalificeret i forhold til den enkelte studerende, mens selve skriveprocessen mod forventning kun blev påvirket i mindre grad. Endelig blev den formative læring bedst styrket hos de studerende, der i forvejen var engageret i egen læring. En medvirkende årsag hertil var, at nogle studerende oplevede retteguiden som irrelevant eller svært tilgængelig. Students are often dissatisfied with both the quality and quantity of the feedback they receive on their written work. Furthermore, teachers may find it difficult to provide feedback relevant to the learning situation of individual students solely on the basis of written papers. Consequently, this article describes two experiments with students' self-assessments as a qualifying mediator for external feedback. The purpose of the experiments is to improve the formative learning from written papers. The first experiment used self-assessment to mediate individual feedback from the lecturer whereas the second experiment made use of peer-feedback in groups followed by general feedback from the lecturer. In both cases self-assessment was conducted using a criteria based scoring guide. The experiments revealed that self-assessment strengthens external feedback through shared and explicit criteria while also making it specific to individual students. However, contrary to expectations, self-assessment influenced the writing process itself to a lesser extent. Finally, formative learning through self-assessment was most evident with students already actively engaged with their own learning, while some of the other students perceived the scoring guide as irrelevant and inaccessible.

In this paper a vibration-based damage localization and quantification method, based on natural frequencies and mode shapes, is presented. The proposed technique is inspired by a damage assessment methodology based solely on the sensitivity of mass-normalized experimental determined mode shapes. The present method differs by being based on modal data extracted by means of Operational Modal Analysis (OMA) combined with a reasonable Finite Element (FE) representation of the test structure and implemented in a scenario-based framework. Besides a review of the basic methodology this paper addresses fundamental theoretical as well as practical considerations which are crucial to the applicability of a given vibration-based damage assessment configuration. Lastly, the technique is demonstrated on an experimental test case using automated OMA. Both the numerical study as well as the experimental test case presented in this paper are restricted to perturbations concerning mass change.

Peer-reviewede artikler er det akademiske guld inden for de empiriske videnskaber. På trods af deres specialiserede, fagspecifikke indhold har de undervisningsmæssigt potentiale til at indvie de studerende i universitetets etos. Hvornår kan studerende læse sådanne artikler? I den allerførste uge på universitetet? Dette har jeg undersøgt i et kursus for diplomstuderende, hvoraf 2/3 aldrig har taget et kursus på et universitet. De arbejder med en frivillig øvelse i første uge: de læser en peer-reviewet artikel (Monk et al., 2004), skriver et abstract af den og giver hinanden feedback. Artiklens emne er alment: Hvorfor mobiltelefoner er generende i det offentlige rum? Den er velskrevet og giver et godt billede af, hvordan forskere arbejder. Artiklen er ledsaget af stilladsering med forklaringer, spørgsmål og svar. Undersøgelsen omfattede 94 studerende. Resultatet viser, at 89 % skrev et abstract, 96% fandt brugen i første uge acceptabel og 100 % mente, at øvelsen skulle gentages i næste semester. De studerende værdsatte artiklens autenticitet; de fandt det nyttigt og udfordrende at skrive tidligt; skrivningen fik dem til at tænke. Alt i alt var det en succesoplevelse, som gav dem blod på tanden. Det er således klart, at diplomstuderende kan læse en peer-reviewet artikel i den første uge med udbytte.Peer-reviewed papers are like academic gold in many disciplines. But when is it appropriate to introduce students to such papers? In their first week at university? To address this question diploma-students were asked to work with a peer-reviewed paper (Monk. et al 2004) during their first week. The students, two thirds of whom were new to university level education, were asked to write an abstract of the paper - voluntarily - and then give feedback to each other. The paper the students were given addressed the use of mobile phones in public spaces. It was selected for its readability and the exercise was supported with extensive scaffolding: explanation, questions, and answers. Over three terms, 94 students were asked to read the paper and 89 % of them wrote an abstract. All the students that took part in the study found the paper relevant and 86 % found the difficulty acceptable, 96 % felt that it was acceptable to be given the paper in the first week of their course, while 100 % said the paper should be used again next term. In conclusion, it seems that diploma students can benefit from working with a peer-reviewed paper in the first week of their first university course.

Uddannelsespolitisk fokuseres der i stigende grad på tværfaglighed. Nye uddannelser, som kombinerer flere discipliner, etableres, og tværfaglighed er ofte et kriterium for finansiering af forskningsprojekter. Tværfaglighed associeres af mange med attraktive egenskaber og muligheder som skræddersyede studieforløb, flerstrengede kompetenceprofiler, det bedste fra forskellige discipliner, ny innovativ viden m. m. Men kan tværfaglighed virkelig høste det bedste fra alle verdner? Og hvad indebærer tværfaglighed egentlig? Den første del af artiklen diskuterer tværfaglighed ved at se nærmere på eksisterende definitioner af begrebet. Den anden del af artiklen ser nærmere på et konkret eksempel på hvordan tværfaglighed praktiseres på kandidatuddannelsen i Folkesundhedsvidenskab ved Københavns Universitet. Vi argumenterer for, at forskellige former for tværfaglighed skal ses som en ressource fremfor som et problem. Det springende punkt i dette argument er, at tværfagligheden bør gøres eksplicit fremfor at være implicit, da den ellers let bliver noget, vi overlader til de studerende at håndtere og praktisere. Det kan fx gøres ved at gøre tværfaglighed til et læringsmål i relevante kurser og opgaver og ved, at underviserne overvejer og formidler, hvilken form for tværfaglighed de efterstræber. Interdisciplinarity is gaining ground within universities. The number of interdisciplinary programmes on offer is rising and funding bodies are increasingly showing a preference for research that crosses traditional disciplinary boundaries. Interdisciplinarity is attributed with a variety of positive qualities from the perspective of contemporary work and research practice: tailored study programmes, the possibility to combine the most important knowledge from different disciplines, the potential for new innovative knowledge to emerge, etc. But, is it really possible to have the best of all worlds? And what does interdisciplinarity actually entail? The first part of the paper takes a closer look at existing definitions and typologies of the concept. The second part focuses on a concrete example of interdisciplinarity – the programme in Public Health Science at the University of Copenhagen. We argue that the different types of interdisciplinarity identified in the first part of the paper are to be regarded as a resource rather than an obstacle. Interdisciplinary programmes like the programme in Public Health Science benefit from using different forms of interdisciplinarity at different times and to different extents. However, the dividing point in this argument is that this should be done explicitly and not implicitly, as interdisciplinarity otherwise easily is left for the students alone to handle or practice. This might be achieved by making interdisciplinarity an explicit learning objective in relevant courses and assignments and by having teachers engage in reflecting and discussing the types of interdisciplinarity they practice in specific courses and when supervising student papers.

Artiklen bidrager med nogle bud på, hvordan ph.d.-vejledere kan gøre brug af coaching for at fremme en mere smidig og læringsfremmende vejledningsstil gennem en skærpet refleksiv forholden sig til de positioneringer, der opstår i samtalen. Litteraturen om ph.d.-vejledning og vejlederudvikling beskriver vejledningsstil som en relativt statisk størrelse, samtidigt med, at ’god’ ph.d.-vejledning beskrives som evnen til at tilpasse sin stil efter omstændighederne. Ved at benytte begreber fra ledelsesbaseret coaching sættes vejledningsstilen i relation til vejledningsfilosofi og vejledningsteknikker. Dernæst præsenteres en positionsmodel fra coaching som et tankeværktøj til, at vejleder kan bevidstgøre sig om de positioner, der indtages i samtalen. Argumentet er, at denne løbende positionering er udslagsgivende for, hvilken vejledningsstil der udfoldes. This paper on doctoral supervision proposes how techniques used in coaching can contribute to a more adaptable supervisory style in which the reflective awareness of the positioning that emerges during the supervisory conversation can facilitate learning. Literature about doctoral supervision and supervisor development describes style as relatively static, yet the ‘good’ supervisor is expected to adapt her style to the needs of the supervisee. In this paper we frame supervisory style between supervisory philosophy and supervisory techniques. Then we present a positioning model from coaching, as a thinking tool to raise awareness about the positions one takes and gives in conversation, and which over time form the supervisory style.

Der har i en årrække indenfor de videregående uddannelser været fokus på, at studerendes udvikling af informationskompetence og læring igennem problemorienteret projektarbejde er tæt forbundet, og at et nært samarbejde mellem bibliotek og uddannelsesmiljø er en væsentlig forudsætning for studerendes læring. I praksis er der dog en række forhold, som kan hindre et effektivt samarbejde mellem bibliotek og uddannelse og bevirke, at de pædagogiske intentioner ikke indfries. I et tværfagligt samarbejde mellem universitetsbibliotek og fagmiljø blev der i 2012 i forbindelse med opstarten af en ny 2-årig kandidatuddannelse i Folkesundhedsvidenskab ved Aalborg Universitet udviklet et undervisningsforløb og en række læringsunderstøttende tiltag som obligatorisk anvendelse af søgebilag i projekter og tværfaglige søgeworkshops, baseret på teorier om problembaseret læring og tilrettelæggelse af søge-læreprocesser. På baggrund af empiriske data fra informationssøgningstest, studenterprojektrapporter og gruppeinterviews undersøges effekten af undervisningen på de studerendes udvikling af informationskompetence samt deres perspektiver på læringsunderstøttende tiltag. Der identificeres fremmende og hæmmende faktorer ift. udvikling af informationskompetence og afslutningsvis diskuteres styrker og svagheder samt hvilke forhold, som er centrale – og også relevante i en bredere universitetspædagogisk sammenhæng – hvis informationskompetence skal integreres som del af de studerendes grundlæggende faglighed. Learning through problem-based project-work and the development of information literacy skills has become increasingly common in higher education programmes in recent years. It is also generally acknowledged that these learning experiences benefit from close collaboration between university libraries and their educational environments. There is evidence to suggest, however, that a number of conditions can hamper the effective collaboration between library and study programme and so leave the educational intentions unfulfilled. A new Master’s programme in Public Health that was introduced at Aalborg University in 2012 aims to address these shortcomings by turning theories of problem-based learning and searching-learning processes into teaching activities as a result of a close inter-disciplinary collaboration between university library and academic environment. This paper examines the effect of and student perspectives on the developed teaching activities. A combination of information seeking tests, student project reports and group interviews provided the empirical data for the study. These revealed a number of promotive and inhibitory factors in connection with the development of information literacy skills. The strengths and weaknesses are discussed in this paper, along with the educational and pedagogical key points that are important if information literacy is to become a part of the students’ basic academic skill set.

Gennem de sidste 10 år har større studenteroptag og begrænsede ressourcer på Aalborg Universitet (AAU) ledt til flere klassiske forelæsninger, hvilket har resulteret i en udvanding og af de grundlæggende PBL principper. Vi argumenterer for, at en revitalisering af PBL gennem brugen af Learning Designs er en mulighed til at kvalificere den tilgang til læring og uddannelse, som i mere end 40 år har været kendetegn for AAU. Med afsæt i en case fra Kommunikation og Digitale Medier (KDM) afdækker vi, hvordan Learning Design kan fungere som et deskriptivt sprog og en form, der kan danne grundlag for udvikling og kvalificering af kurser, undervisnings- og læringsaktiviteter. Indenfor feltet Learning Design spores to retninger: 1) en retning med fokus effektivisering og standardisering af uddannelse og 2) en retning med fokus på udvikling, formgivning og kvalificering af uddannelse. I denne artikel diskuterer vi potentialer og udfordringer ved at konceptualisere PBL forløb som et Learning Design. Abstract Through the last 10 years, increasing numbers of students and a lack of resources at Aalborg University (AAU) have resulted in more classical lectures, which have occasioned a watering down and ritualization of the founding principles of PBL. In this paper, we argue that a revitalization of the PBL at AAU could be facilitated through the application of Learning Design. By using a case from Communication and Digital Media (CDM) we explore how Learning Design can act as a descriptive language and form, which can support the development of courses, teaching, and learning activities. Within the field of Learning Design two positions can be identified: 1) a position focusing on finding more effect and standard ways of running education, and 2) a position focusing on development and design of education. In this paper we discuss potentials and challenges of conceptualizing PBL as a Learning Design.

In the last decades, outskirt areas in Denmark have suffered from depopulation and economic decline, a development that has led to a centralised education system where higher education institutions are vested in a central body in urban areas rather than in rural communities. University College Zealand has initiated a research project in collaboration with three municipalities in the region of Zealand and partners from the Nordic countries, which investigates the potential of municipal learning centres as a means to solve educational challenges in outskirt areas. A municipal learning centre is a physical location owned by a municipality, which offers (a)synchronous courses through digital couplings to higher education institutions. The paper presents research findings showing that the development of an ecosystem based on collaboration between municipalities, higher education institutions and private and public businesses is pivotal for achieving a sustainable model for online education in rural areas. Furthermore, the paper presents a series of thinking technologies in the form of models and categories, which can be used as tools for establishing learning centres and designing learning activities for learning centres. --- Kommuner placeret i yderomrader i Danmark har i de seneste artier oplevet affolkning og okonomisk nedgang, og denne udvikling har medvirket til et centraliseret uddannelsessystem, hvor videregaende uddannelsesinstitutioner flyttes fra yderomrader til storre byer. University College Sjaelland har igangsat et forskningsprojekt i samarbejde med tre kommuner i Region Sjaelland og partnere fra de nordiske lande, som har til formal at undersoge hvorvidt uddannelseskonceptet kommunale laeringscentre kan medvirke til at lose uddannelsesudfordringer i landets yderomrader. Et kommunalt laeringscenter er en fysisk lokation som ejes af en kommune, som gennem laeringscenteret kan give borgere mulighed for at tage et kursus eller en uddannelse via synkrone og asynkrone koblinger til en uddannnelsesinstitution. Artiklen praesenterer forskningsresultater, som viser at udviklingen af et okosystem, som fordrer samarbejde mellem kommuner, videregaende uddannelsesinstitutioner og private savel som offentlige virksomheder, er en forudsaetning for at opna en baeredygtig model for online uddannelse i yderomrader. Artiklen praesenterer desuden en raekke taenketeknologier i form af modeller og kategorier, som kan anvendes i arbejdet med at etablere laeringscentre og udvikle laeringsdesign til konceptet.

The field of robot technologies and education is rapidly evolving. Within only a few years, internationally and in Denmark, the focus on educational service robots and educational robotics has become more widespread. The 2015 NMC Technology Outlook report providing a technology outlook on Scandinavian schools places robotics and programming within a four to five year time-to-adoption period. At the moment in Denmark, many municipalities are initiating trials, investing in and engaging a diverse range of robot technologies in both daycare and schools. The field of education and robot technologies involves several very different educational approaches to supporting young people’s learning and development. The paper discusses how robot technologies as learning resources have been related to the field of autism and education, and argues for a need to further expand the areas of application in the future, with a focus on children and young people diagnosed with autism spectrum disorders, their ICT interests and engagement in innovative and creative learning. The paper draws on international research and examples from the author’s own research into education for children and young people diagnosed with autism spectrum disorders, drawing on teachers’ and the students’ interests in working with ICT (e.g. robot technology).

In this paper, supermarkets take the role of active consumers that fit into a Smart Grid context, as they have the potential flexibility to shift their energy consumption over time. The paper reviews a selection of promising cost and energy optimal control strategies potentially enabling supermarkets to become flexible consumers. The strategies are categorized either as indirect or direct depending the intended market commitment level. Further, a number of associated challenges are identified that need to be addressed in order to make a proposed strategy into a viable solution for large deployment. The intent is to promote a transition towards more intelligent use of energy in supermarkets and thus to help integrate more intermittent renawables in the electricity grid.

Definitions of ethical fashion have a strong focus on the responsibility of the providers and the consumers of unethical fashion items. This paper argues that such understandings of the problems and solutions ignore important aspects. To provide a clearer picture of the situation, this paper identifies the relevant actors and their mutual influences.

This paper presents a simple core loss modeling approach for an inductor of three-phase voltage source converter (VSC) under pulse width modulation (PWM) technique. The inductor core loss calculation in PWM VSCs is challenging since the current ripple and its duty cycle are varying in each switching cycle. To calculate the core loss, however, generating the loss map as a common method is complicated and time consuming. This paper presents a new modeling method in which the minor B-H loops are categorized according the average dc bias and ac current ripple. The core loss is then modeled via calculating the power loss of averaged minor B-H loop in each category. On the other hand, unlike the loss map method, the presented model needs less iteration to find the core loss. Moreover, in this paper, the effect of dc pre-magnetization is investigated by measuring its influence on the core. As a case study, the core loss of an inductor has been calculated and the experimental results are presented. The inductor is designed with a toroidal Kool Mu powder core for a 5 kW three-phase PWM VSC.

F or the Danish vocational education and training sector (VET), the 1990s were characterized by a rejection of traditional views of learning and teaching. This meant that the role of the teacher in vocational education was subject to demands that they reinvented themselves. This requirement for change was mainly expressed as a rejec- tion of what was then termed the ‘private practise vocational teacher’. This approach to teaching was described as irrelevant and outdated. In extension the demand was for it to be replaced by ‘the team teacher’ This paper examines the discourses related to the introduction of the concept of ‘team teacher’ within the context of Danish vocational education. More specifically, I examine to what degree and in which manner the specific discourses drew on more general discourses which had, at that time, attained a hegemonic status. This partly concerns the discourse of modernising the public sector, i.e. a discourse about leader- ship, management, and organisation, in the form of New Public Management (NPM) but also partly a discourse about pedagogy, which shifted the responsibility for learning from the teacher to the student, so that the teacher’s role came to be the facilitation of learning opportunities rather than teaching as such. The paper argues that the term ‘team-teacher’ originally came from the formal school sector in the education system where a more individualistic perception of learning had gained a hegemonic status. This was never to the same extend the case in the Danish vocational sector. The concept nevertheless turned out to be effective as a means to undermine traditional under- standings of what characterizes a VET-teacher. But as the paper also argues it was only when the discourse of modernization and the concept of New Public Management was questioned in 2007 that an opportunity was opened for discussions relating to more traditional ways of understanding the rela- tionship between teacher and student.

Observation of online forums is a relevant methodological approach for researchers in several disciplines. However, ethical guidelines on such observations challenge the ethically concerned researcher. In this paper, I reflect on how I carried out my observation of an online weight-loss forum, and how I could have conducted it differently to meet ethical standards and the demands of high-quality research. After receiving approval from the forum administrators to observe the forum, information about my project on obesity was posted online. Some of the participants reacted negatively to my presence in the forum. This paper draws on the evolving discussion between researcher and participants on the complex issue of research ethics, particularly informed consent, in studying closed forums on the Internet. It is suggested that evaluating whether participants are harmed is more important than the public/private divide when considering whether informed consent is necessary.

Artiklen foretager en systematisk kategorisering og analyse af de bidrag, som har været bragt i Dansk Universitetspædagogisk Tidsskrift (DUT) fra 2006-2013. Formålet er at undersøge, hvilke didaktiske temaer tidsskriftet har været optaget af og at diskutere mulige implikationer for universitetspædagogikkens funktion i forhold til at bidrage til undervisernes didaktiske viden. Analysen viser, at bidragene altovervejende er optaget af metodespørgsmål, og inden for denne kategori stort set udelukkende har beskæftiget sig med handlingsorienterede og/eller dialogiske undervisningsformer. The paper presents a systematic categorization of 115 papers published in the Danish Journal for Teaching and Learning in Higher Education (DUT) from 2006 to 2013. The aim is to explore which didactic topics the journal deals with and how it contributes to Danish research into teaching and learning. The categorization shows that most of the contributions deal with teaching methods. A subsequent analysis shows that the contributions almost exclusively address active and social teaching methods (teaching as experience and teaching as interaction).

Sustainability educators developed the concept of ecological literacy to provide a basis for understanding environmental problems and developing new capacities and critical skills to respond effectively. This paper presents a theoretical introduction to ecological literacy for design education. It starts with a philosophical overview of why ecological literacy is neces­sary, including details of some of the planet’s vital signs. The paper then describes six ecologi­cal principles (networks, nested systems, cycles, flows, development and dynamic balance) along with associated design concepts (resilience, epistemological awareness, a circular econ­omy, energy literacy, emergence and the ecological footprint). The final section explains why critical ecological literacy is necessary to make the work of transforming unsustainable condi­tions and designing sustainable ways of living possible. Cover image: Principles, Ecolabs, 2014

What language should be featured in assessment standards for international students? Have universities adjusted their assessment methods sufficiently to match the increased demand for studying abroad? How might art and design benefit from a more stable definition of standards? These are some questions this paper seeks to address by reporting the results of recent pedagogic research at the School of the Arts, Loughborough University, in the United Kingdom. Language use is at the heart of this issue, yet it is generally overlooked as an essential tool that links assessment, feedback and action planning for international students. The paper reveals existing and new data that builds on research since 2009, aimed at improving students’ assessment literacy. Recommendations are offered to stimulate local and global discussion about keyword use for defining undergraduate assessment standards in art and design.

The Swedish author Stefan Casta has written several books for children and adults, thematically addressing nature and environment. This paper highlights and discusses ideological and aesthetical aspects in his recent novel, Den grona cirkeln (2011) and its sequel, Under tiden (2012), from an ecocritical perspective. The novels combine environmental commitment with a dystopian story about four young people who survive a climate catastrophe but get lost in a world they no longer recognize and where ordinary logic does not seem to exist. The paper elucidates this process by a comparison with Buell’s (2001) concept of toxic discourse as there are several parallells, such as elements like a lost paradise, inescapable toxic, and the oppression of powerful societal interests, throughout the story. Simultaneously, ambivalence towards culture and civilization is expressed. Nature and culture become intertwined in a way that differs from the conventional dichotomy and this complexity is the supporting structure of the texts. The four teenagers, and even more so the following generation, become symbols of a new future, a pattern recognized from much dystopian as well as children’s fiction, where the weak and oppressed turn out to be the heroes. The optimistic and didactic ambition in this kind of dystopian stories is often aimed at creating an engagement for environmental issues and a sustainable future among young people. By placing the story in an imagined future as well as adding fantastic elements, Stefan Casta creates a kind of ”Verfremdungseffekt” on phenomena we often do not question in our lifestyle. This could be a liberating relativization to the young readers; the social and cultural drives that rule many of our life choices are not essential and can therefore always be reconsidered. Keywords: Ecocriticism, Stefan Casta, dystopian fiction, nature, environment, climate change

Artiklen redegør for to forsøg med at anvende MOOC-formatet (Massive Open Online Course) i en dansk, regional sammenhæng. Forsøgene er tænkt som et bud på en mulig vej til at nedbringe studiefrafald gennem bedre information på ungdomsuddannelserne om, hvad et universitetsstudium indebærer. De to MOOC-produkter bidrager såvel som supplement til studievalgsvejledningen, som læringsobjekt og som et middel til at markedsføre videregående uddannelser. De to produkter henvender sig endvidere til ansatte i regionens virksomheder og organisationer med formidling af viden og et tilbud om aktivt og dialogisk at sætte sig ind i et genstandsfelt. Udviklingen af konceptet rammesættes indledningsvis af en skitsering af studievalgsproblematikken, af MOOC som fænomen, samt af en oversigt over tilsvarende anvendelser af MOOC-formatet. Herefter præsenteres de to uddannelsesdesigns samt brugernes afprøvning og evaluering af dem. This paper introduces two experiments in designing a Danish regional MOOC (Massive Open Online Course). The intention is to suggest a way of reducing dropout-rates in higher education by offering high school students a realistic impression of subjects and work formats taught in a university program. The MOOC-products serve not only as a supplement to career guidance, but also as learning objects designed for the high school level, and as a means of marketing university programs. The MOOC-courses also target employees in regional companies and organizations by offering active dialogical research communications in relevant subjects. Framing the account of the design, implementation, test and evaluation of the two MOOC-courses, the paper first outlines the current problems with career choice and dropout rates, introduces the MOOC-phenomenon, and accounts for similar uses of MOOCs in qualifying for university enrollment, and for supplementing high school teaching.

Purpose – The purpose of this paper is to explore artificial moral agency by reflecting upon the possibility of a Moral Turing Test (MTT) and whether its lack of focus on interiority, i.e. its behaviouristic foundation, counts as an obstacle to establishing such a test to judge the performance of an Artificial Moral Agent (AMA). Subsequently, to investigate whether an MTT could serve as a useful framework for the understanding, designing and engineering of AMAs, we set out to address fundamental challenges within the field of robot ethics regarding the formal representation of moral theories and standards. Here, typically three design approaches to AMAs are available: top-down theory-driven models and bottom-up approaches which set out to model moral behaviour by means of models for adaptive learning, such as neural networks, and finally, hybrid models, which involve components from both top-down and bottom-up approaches to the modelling of moral agency. With inspiration from Allen and Wallace (2009, 2000) as well as Prior (1949, 2003), we elaborate on theoretically driven approaches to machine ethics by introducing deontic tense logic. Finally, within this framework, we explore the character of human interaction with a robot which has successfully passed an MTT. Design/methodology/approach – The ideas in this paper reflect preliminary theoretical considerations regarding the possibility of establishing a MTT based on the evaluation of moral behaviour, which focusses on moral reasoning regarding possible actions. The thoughts reflected fall within the field of normative ethics and apply deontic tense logic to discuss the possibilities and limitations of artificial moral agency. Findings – The authors stipulate a formalisation of logic of obligation, time and modality, which may serve as a candidate for implementing a system corresponding to an MTT in a restricted sense. Hence, the authors argue that to establish a present moral obligation, we need to be able to make a description of the actual situation and the relevant general moral rules. Such a description can never be complete, as the combination of exhaustive knowledge about both situations and rules would involve a God eye’s view, enabling one to know all there is to know and take everything relevant into consideration before making a perfect moral decision to act upon. Consequently, due to this frame problem, from an engineering point of view, we can only strive for designing a robot supposed to operate within a restricted domain and within a limited space-time region. Given such a setup, the robot has to be able to perform moral reasoning based on a formal description of the situation and any possible future developments. Although a system of this kind may be useful, it is clearly also limited to a particular context. It seems that it will always be possible to find special cases (outside the context for which it was designed) in which a given system does not pass the MTT. This calls for a new design of moral systems with trust-related components which will make it possible for the system to learn from experience. Originality/value – It is without doubt that in the near future we are going to be faced with advanced social robots with increasing autonomy, and our growing engagement with these robots calls for the exploration of ethical issues and stresses the importance of informing the process of engineering ethical robots. Our contribution can be seen as an early step in this direction.

The paper starts with a short introduction to the notion of verbal aspect, focusing on aspect in Russian. In particular it compares and contrasts the treatments of this subject by Carlota Smith and Per Durst-Andersen. This is followed by a discussion of grammatical tense in a Reichenbachian framework. Special emphasis is made on the application of the Reichenbachian analysis to narrative texts where the moment of speech by and large loses its relevance for the interpretation of the tense forms. Finally, the paper examines the time relations in a fragment of a Danish short story and its Russian translation. It is shown that Danish, which doesn’t have aspect as a grammatical category, unlike Russian needs lexical markers such as time adverbs and conjunctions in order to advance the narration, while on the other hand Russian with its only three tenses to a higher degree than Danish has to make use of lexical markers to indicate relative time.

Among students in higher education, attending formal teaching sessions might be important not only for academic achievement but also to foster human values. Despite this, the low and declining attendance rate is a growing concern in higher education. This study aimed to explore what students believe teachers could do to facilitate attendance at formal teaching sessions in the physical education part of the teacher education program in Sweden. Three focus group interviews were conducted among students aged 20 to 35 who attended the teacher education programme. The self-determination theory was used as a theoretical framework, and data were analysed and categorised using qualitative content analysis. The analysis of the interviews formed an overarching theme that intersected with four categories. The results show that teachers might facilitate attendance during formal teaching sessions by providing opportunities for students to interact with each other; match challenges with skills; be engaged, enthusiastic, and caring; and outline the value and rationale. The study’s implications for teachers are discussed in the paper.

Cloud intelligence is a collection of technologies emerging from the migration of business intelligence and analytics technologies to a cloud computing environment combined with exploiting the massive range of new intelligence opportunities opened up by cloud computing. Cloud computing introduces several trends which require traditional business intelligence techniques to be re-thought, including agility, the ability to assemble resources, e.g., data sources, on-demand, and virtualization, e.g., that data are provided as a service over the web rather than stored in local databases. This paper focuses on the combination of data source agility and data-as-a-service virtualization and its use for cloud intelligence. After presenting the novel vision of the Cloud Warehouse, the paper goes on to present a comprehensive semantic foundation for on-demand multidimensional data integration, including formal data models, a range of query operators and re-write rules for optimization. This semantic foundation provides a sound formal basis for on-demand multidimensional data integration, which is a cornerstone of cloud intelligence.

PurposeA literature review revealed that none of the few longitudinal studies of enterprise content management (ECM) implementations focus on small and medium‐sized enterprises (SMEs). To contribute to this area, the purpose of this paper is to generate insights in relation to how SMEs can successfully promote implementation of ECM solutions.Design/methodology/approachThe paper presents and analyses a longitudinal study of an ECM project.FindingsThe findings of the paper include a definition of a process model for ECM implementation in SMEs, identification of ten success factors related to ECM system implementation, and a definition of a new pattern for ECM technology development, compared to existing case studies.Research limitations/implicationsSince it appears to be the first detailed study of ECM system implementation in SMEs, this paper provides a point of departure for future research in the use of ECM technology in SMEs.Practical implicationsPractitioners in SMEs preparing to engage in ECM projects may utilize the findings of the paper in relation to managing the implementation process and understanding various benefits that ECM systems can produce.Originality/valueThe paper represents a contribution to the sparse literature on ECM implementation. In fact, the case seems to be the first longitudinal study of ECM implementation in SMEs.

This paper discusses the heavy reliance upon a particular kind of causal knowledge in prevention and health promotion. Based on ethnographic fieldwork with prevention professionals working with interventions targeting teenage drinking in Denmark, the paper argues that, while attempting to provide predictions for the future, prevention creates certain problems for itself in the moments of social interaction where it is practiced. The paper suggests that prevention can be seen as an attempt at postponing the future and through empirical examples it is illustrated how this project causes a number of practical problems to prevention professionals. The paper begins by sketching the causal epistemology that dominates current public health research. Next, ethnographic descriptions of (i) an educational intervention in Danish schools and (ii) a meeting for parents arranged by a local public health agency provide the material for discussing the practical use of causal knowledge. It is shown that this knowledge becomes contradicted and undermined in the social interaction between public health practitioners and their target groups, and that – paradoxically – this knowledge tends to actualize the very phenomenon it seeks to prevent. The paper employs Bourdieu’s distinction between two modes of anticipatory intelligence, the project and the protention, and argues that, in the interaction between prevention professionals and target group, the widespread use of causal knowledge might inhibit and counteract the situational competencies of prevention professionals.

In recent years, the academic literature on crisis communication has increased. The literature is however driven forward by studies in the private sector. In a public sector context attention has mostly been given to the political scandal or what could be labeled emergency communication primarily focused on natural or man made disasters. The municipalities in Denmark are however in a strong need for knowledge regarding crisis communication. Some have already been the center of a crisis, while others are preparing themselves to be the center of a crisis. Everybody knows that crisis will come, but nobody knows when. This paper will draw on a crisis in a municipality that has already had the “global” media attention in Denmark, the so called Brønderslevsag. The aim of the paper is twofold. First, to build a theory regarding crisis commu- nication, and second to make a tentative test of the theory in an empirical case. To this end, a qualitative study is conducted in a single case with a deductive research design. The theoretical point of departure is a combination of literature on crisis communication and decision making in public administration. Through this theoretical mix the ambition is that crisis communication studies can enter the specific context of public administration. The analysis shows that the preparedness of a possible crisis is crucial to the municipality, and that the municipality has a tendency to get involved in a blame game that does not fit the discourses in the public arena. Therefore the municipality appears to center around themselves, even though they try to be very open to the public.

PurposeThis paper proposes and empirically investigates two strategies that companies can employ to involve indirect suppliers in new product development (NPD): supply network delegation; and supply network intervention. The implications of the two strategies are explored.Design/methodology/approachThe paper brings together the traditional NPD literature, organizational behaviour and organizational economics literature, and reports on three in‐depth case studies of NPD projects, involving 39 semi‐structured interviews across three supply networks.FindingsThe findings reveal different manifestations of the two strategies of supply network intervention and delegation, when applied as part of supplier involvement in product development, and positive and negative indications of delegation and intervention, depending on the actor perspective: manufacturers perceive a need to control the product development process across several supply network tiers through intervention in supplier selection and communication, but these actions are likely to “tie the hands of the suppliers”.Practical implicationsManagers are advised to explicitly delegate decisions to suppliers, for example, by issuing parts approval lists and encouraging communication and problem solving amongst suppliers, and to exercise caution in applying the intervention strategy.Originality/valueThe paper contributes to a better understanding of how to involve indirect (sub‐) suppliers in product development, and the implications of these actions for multiple supply network actors.

Erik Petersen: Suscipere digneris. A find and some hypotheses on the Copenhagen Psalter Thott 143 2° and its history. The Copenhagen Psalter Thott 143 2º has often, and rightly, been praised as an outstanding example of the subtlety and artistic quality of Romanesque art in manuscripts. Its illumination, the saints of its calendar and litany place it in an English context. Two added elements, an obituary notice on the death in 1272 of Eric duke of Jutland, son of the Danish king Abel, and a prayer of an anonymous woman, link the codex to Medieval Denmark and Scandinavia as well. Addressing the Holy Trinity with the words Suscipere digneris the woman prays for herself, pro me misera peccatrice, and for the souls of her father and mother, of her brothers and sisters, of all members of her family, and for the souls of all brothers and sisters and familiares of her order. She also prays pro anima Byrgeri ducis. The occurrence of duke Birger, or Birger Jarl, in her prayer has given the book the name “Psalter of the Folkungar”, in particular in Scandinavian scholarship. The assumptions have been that the Psalter belonged to the Swedish aristocratic family of the Folkungar, that the duke Birger mentioned in the prayer was the older member of the family bearing that name (d. 1202), and that the book later passed to Mechtilde, the mother of duke Eric and widow of king Abel killed in 1252, who married the younger duke Birger in 1261. Duke Birger died in 1266, Mechtilde in 1288. The fate of the Psalter from the end of the 13th century until it entered the huge library of count Otto Thott (1703–1785) has been entirely unknown. There are, however, a couple of clues to its history, one in the codex itself and one external, which do cast some light on its whereabouts. The first is a small piece of paper with bibliographical notes from the 18th century inserted at the very end of the codex. The second is an elaborate copy of the calendar and the prayer that I became aware of while working on the German humanist and theologian Johann Albert Fabricius (1668–1736) and his manuscripts. It could be proved that the copy was made in Fabricius’ own hand between 1720 and 1736. Since I knew that Fabricius did not leave Hamburg at any time during these years, it could also be proved that the Copenhagen Psalter must have been present in the city at least for some time in the same period. The codex did not belong to Fabricius, and since he left no information about it apart from the copy itself, I was not able to determine how he had had access to it. The answer was to be found in a hitherto unnoticed treatise De Psalterio Manuscripto Capelliano ob singularem elegantiam commemorabili observatio, written by Johann Heinrich von Seelen (1687–1762) and published in the third volume of his Meditationes Exegeticae, quibus varia utriusque Testamenti loca expenduntur et illustrantur, Lübeck 1737. Von Seelen’s treatise is based on an autoptic study of the codex. He informs his readers that the codex once belonged to Rudolphus Capellus (1635–1684), professor of Greek and History at the Gymnasium Academicum in Hamburg. Von Seelen gives a detailed description of the codex, which leaves no doubt about its identity with the Psalter now in Copenhagen. He also states that the codex was sent to him for his use and information by his friend Michael Richey (1678–1761) in Hamburg. Michael Richey had been a colleague and close friend of Fabricius, who must have copied the codex while it was in Richey’s library. After Rudolphus Capellus’ death it passed on to his son Dietericus Matthias Capellus (1672–1720), who noted down the bibliographical notes on the sheet of paper attached to the codex. It was sold by auction as part of the bibliotheca Capelliana in Hamburg in 1721, and it will have been on that occasion that Michael Richey acquired it. It is not known where and how Rudolphus Capellus acquired the Psalter. Von Seelen called it Capellianum, because Capellus was the first owner known to him. In the present paper the old Benedictine nunnery in Buxtehude, Altkloster, is suggested as the likely previous home of the codex. The short distance from Hamburg to Buxtehude, Capellus’ limited radius of action, and the fact that Altkloster was dissolved as a catholic monastery exactly in the period when Capellus acquired the codex is adduced in support of the hypothesis. In addition, archival material in Stade confirms that there were still several medieval manuscripts in the monastery when it was dissolved as a consequence of the Peace of Westphalia. Only one of them has been identified – actually another manuscript that found its way into the Thott collection in Copenhagen. This manuscript, Thott 8 8º with a late medieval German translation of the New Testament, contains a note in the hand of its first modern owner, Dietrich von Stade (1637–1718), which attests the presence of medieval books in Altkloster even as late as in 1696. They had been taken over by the first Lutheran minister in the former monastery and were in the custody of his widow when Dietrich von Stade visited it. Capellus left his marks and scars on the manuscript. His hand, which I recognize from an autograph manuscript now in the Fabricius Collection, can be identified as the one that added numbers to the psalms. He also added the heading to the list of relics on top of f. 1r, and four lines of text on f. 199v. He added a note to the prayer on f. 16v, and even wrote down the Greek passages in the NT as parallels to the Latin canticles Magnificat and Nunc dimittis on f. 185r–185v. As to the medieval additions in the manuscript it is pointed out in the paper that the owner of the relics listed on the first page of the book was not the owner of the manuscript. The name was erased at an unknown date, but the letters dns (for dominus) before the erasure indicate that the owner was a man, not a woman or a church or a monastery. It is suggested that the list of relics is probably younger than usually assumed. The text that Capellus completed with the four lines and a final Amen at the very end of the codex is itself an addition to the original manuscript. Despite its length (f. 194v–199v) it has received little attention from scholars. It is actually a version of the so-called Oratio Sancti Brandani, copied in a late medieval hand that imitates the script of the Psalter proper. Palaeographically as well as textually it appears to be a foreign element in the context of the Psalter, but it is, of course, interesting for its history. The text ends abruptly, so Capellus’ addition may perhaps be seen as more justifiable here than elsewhere in the book. The only date explicitly noted down in the entire codex is found in the calendar. There are two medieval additions in it, one, little noticed, mentioning the 11.000 virgins in October, and the one noting the death of Eric duke of Jutland in year 1272, added to the line of the 27th day of the month of May. The present paper offers new suggestions as to how to understand the notices, and argues against the interpretation most often put forward, namely that Mechtilde was the direct or indirect authoress of the obituary-notice about duke Eric. It also argues against the identification of Mechtilde with the ego of the prayer on f. 16v. Based on palaeographical and other formal observations it is contended that the text should be dated to the end of the 13th Century and not its beginning, and that Byrgerus dux is likely to be the younger Birger Jarl, not the older. It is pointed out that he is not included in the prayer as a family member, but merely as Byrgerus dux. Following a structural analysis of the text, it is concluded that the anonymous voice of prayer is not that of Mechtilde; instead it is suggested that it could belong to an otherwise unknown daughter of Mechtilde and king Abel, and thus a sister of Eric duke of Jutland. Her place was a monastery, her present time the year 1288 or later. Prayers beginning with words Suscipere digneris are found in many variations in medieval manuscripts. In one source, MS 78 a 8 in the Kupferstichkabinet in Berlin, a Psalter, this prayer as well as other significant elements, display a striking similarity with the Copenhagen Psalter. The Berlin Psalter, which is younger than the Copenhagen Psalter, has added elements that relates to persons in Sweden and Norway. The Berlin Psalter was presented to the nuns in Buxtehude in 1362 by a miles who passed by from his hometown in the western part of Northern Germany. The relation between the Psalters now in Berlin and Copenhagen is complicated. In the present paper it is suggested that, with respect to the prayer, they may depend on a common source. It is concluded that the Berlin Psalter may have had closer links to the Folkungar in Sweden than the Copenhagen Psalter, whose history, in so far as we know it, points rather to its presence in Medieval Jutland, that is Southern Denmark and Northern Germany.

In a grid connected power conversion system, the phase angle information of a grid voltage is very essential for supplying power to the grid since it is used for active and reactive power control. A Phase Locked Loop (PLL) system is used and should be robust because often the actual grid voltages are usually distorted by unexpected harmonics. However, conventional PLL systems have steady state errors when distorted voltages are used as a PLL input. Furthermore, using this distorted phase angle in the power control could reduce the output power quality. In this paper, the grid voltages are separated into fundamental and harmonic components and a virtual phase voltage is generated from the fundamental component using a Full Order Observer (FOO). Two virtual voltages are used as an input for the PLL system so the phase angle errors can be reduced and the output power quality can be improved. The dynamic characteristics of the PLL system are designed using the modeling method to improve the dynamic response and stability of the whole system. The performance of the proposed method has been verified by a comparative analysis to the conventional PLL system. It is concluded the proposed method works well. In a grid connected power conversion system, the phase angle information of a grid voltage is very essential for supplying power to the grid since it is used for active and reactive power control. A Phase Locked Loop (PLL) system is used and should be robust because often the actual grid voltages are usually distorted by unexpected harmonics. However, conventional PLL systems have steady state errors when distorted voltages are used as a PLL input. Furthermore, using this distorted phase angle in the power control could reduce the output power quality. In this paper, the grid voltages are separated into fundamental and harmonic components and a virtual phase voltage is generated from the fundamental component using a Full Order Observer (FOO). Two virtual voltages are used as an input for the PLL system so the phase angle errors can be reduced and the output power quality can be improved. The dynamic characteristics of the PLL system are designed using the modeling method to improve the dynamic response and stability of the whole system. The performance of the proposed method has been verified by a comparative analysis to the conventional PLL system. It is concluded the proposed method works well.

The first part of this paper is about the notion of (information) privacy and its grounding in law. It discusses the tension between the right to privacy and the right to receive information. The second part of this paper explores how (mobile) ICTs challenge and complicate privacy claims and satisfy the right to receive information.

Summary p. 54-56: Propria manu. Erasmus’ last will and his literary Nachlass NB: Artiklen er på dansk, kun resuméet er på engelsk.MSS GKS 95 2°, GKS 96 2° and Thott 732° in the RL are among the most remarkable sources in the library’s collections. The nearly 900 folia contained in the volumes represent the literary Nachlass of Erasmus of Rotterdam as it was left by him at his death close to midnight between the 11th and 12th of June 1536. No clue to how this material has come to Denmark has yet come to light. In the present contribution the author gives a brief survey of what is known about the history of the volumes. The aim is to establish a basis for new research into the later history of the manuscripts by looking into the dispositions that were made concerning the papers while still in Basel, and to discuss how the papers were kept by Erasmus himself and managed by his heir, friends and assistants after his death. GKS 95 2° was first recorded in a RL catalogue signed and dated by the librarian, Willum Worm, on the 4th of January 1671. The terminus post quem of accessions recorded in this source which has been quoted as Catalogus Schumacheri cannot, as has previously been assumed, be fixed to the year 1663. GKS 96 2° is first recorded in a RL catalogue in 1729. Thott 732° was included in the RL after the death of count Otto Thott in 1784, and first recorded in the printed Index codicum manuscriptorum, in volume 7 of the Bibliotheca Thottiana from 1795. The presence of this rich autograph material in the RL remained unnoticed by scholars until P.S. Allen published a survey of GKS 95 2°, The Copenhagen Manuscript, as Appendix XIII of Opus Epistolarum in 1913. And it was only when C. Reedijk had published his study Three Erasmus Autographs in the Royal Library at Copenhagen in 1966 (in Festschrift Herman de la Fontaine Verwey) that it became known to Erasmus-scholars that the material in Copenhagen included two more volumes, an addition of more than 1200 manuscript pages in the hand of Erasmus. Erasmus did not give any instructions concerning his literary Nachlass in his last will of 12 February 1536. Nor did he bequeath it to someone. He had sold his library to Jan Laski already in 1525, on the conditions that it remained at his disposal until his death. An analysis of the extant list of books in the library shows that it included manuscripts, and Laski’s correspondence with Bonifacius Amerbach after Erasmus’ death discloses that Laski also acquired manuscripts, not in the list, which he had noticed while staying with Erasmus in Basel, amongst them the famous codex Arcerianus now in Wolfenbüttel. According to the list, the library bought by Laski included one manuscript containing a text of Erasmus, but he did not acquire the Nachlass contained in the volumes in Copenhagen. Laski’s errant life did, in fact, bring him to Denmark in 1553. He and his reformed community had been forced to leave London, and he asked the Danish king for asylum. Most likely he brought his library along, and Erasmus’ books thus may have been in Denmark for a few weeks. Nothing was left there, neither manuscripts nor printed books. The RL has only a single book that may have belonged to Erasmus, but this volume was not included in the list of items acquired by Laski from Erasmus. Erasmus’ library was sent to Laski in Krakow soon after the death of Erasmus. His literary Nachlass remained in Basel. Although it is not stated explicitly in the will, it must have become the property of Bonifacius Amerbach, the main heir, to whom Erasmus bequeathed whatever in his possession had not been given to others. Since the Nachlass is not bequeathed to anybody in the will, it must have been included in the gifts to Amerbach. Its presence in Basel is also attested by two copies of Erasmus’ will, one added to the papers in Thott 732°, another added to the papers in GKS 95 2°. Both were copied from the original will in Erasmus’ own hand which remained with Amerbach. These copies offer an important clue to what happened to the Nachlass after Erasmus’ death. The copy of the will in Thott 732° was made by Nicolaus Episcopius, as is evident both from the handwriting and his signature. The copy in GKS 95 2° is not signed. It was not copied by Gilbertus Cognatus, as maintained by Reedijk. Palaeographical and chronological details do not favour such an identification, and in addition the copy contains faults more grave than one would expect from an experienced copyist and able latinist such as Cognatus. In his Appendix XIII P.S. Allen described GKS 95 2° as “a congeries brought together almost haphazard by some one desirous of gathering and yet hardly heeding what he gathered”, and proposed a theory about how the paper contained in the volume was brought together: “This orderly and yet disordered arrangement is just what might be expected in a collection hurriedly gathered during the necessary dispositions which follow death.” C. Reedijk supported Allen’s theory and found it valid also in relation to MSS GKS 96 2° and Thott 732°. In my opinion both of them stressed the disorder of the papers too much and misinterpreted their context before and after Erasmus’ death. In fact, Erasmus had had the papers in his hands less than half a year before he passed away. As he writes in his letter ‘to the friendly readers’ which he dated on 20 February 1536 (ep. 3100) it was his plan to go through what he described as schedarum mearum confusissimos acervos. His intention was to remove and destroy manuscripts in order to prevent others from publishing them after his death, or even while he was still alive, as had happened more than once before. He also looked for letters that might be suitable for publication. This took place only 8days after he had written his last will and was clearly part of his preparations for death. The rich contents of the manuscripts in Copenhagen seem to indicate that he destroyed little, if anything. The process of going through the papers has given him an opportunity to put them in a slightly better order than previously, and he seems to have used it. The letter to the friendly readers itself was placed on top of a pile with drafts of letters that is still kept together in GKS 95 2°. After Erasmus’ death Amerbach meticulously fulfilled Erasmus’ instructions as formulated in his will. Since there were no instructions concerning the literary Nachlass, he made his own decision and gave the papers now included in Thott 732° to Nicolaus Episcopius who added his own copy of the will – and a note of his ownership which is now heavily damaged and only readable in part. Reedijk interpreted the poor remnants thus: Nicolai Episcopii, succesoris et Justinae D numentum Rot . Less daring I have been able to decipher only the following with certainty: Nicolai Episcopii, succesor… / numentum hoc. That leaves us with Episcopius’ name in the genitive and monumentum hoc, just enough to assure that it did in fact belong to him and that he valued it highly. GKS 95 2° does not contain any remains of a similar note. As stated above, the copy of the will in this volume is not in the hand of Cognatus. Nor has it been copied by Hieronymus Frobenius, but I believe I have found one small element that might link it to his family or a person in his workshop. In the name Desiderius Erasmus Roterodamus at the very beginning of the will Erasmus has been written with an added i: Erasmius. Really an odd fault at a very visible location, perhaps a kind of Freudian slip committed by someone who knew a person of that name – or indeed was named Erasmius himself, such as Hieronymus’ younger brother, Erasmius Frobenius, Erasmus’ beloved godson. This is not much of a lead, but perhaps sufficient to suggest that the volume belonged to Hieronymus Frobenius, given to him as a gift in memory of Erasmus by Amerbach. The third volume, GKS 96 2°, contains no copy of the will, no notice of an owner, and no traces that may point to one. But perhaps exactly the absence of such traces points to Amerbach himself. If nature had entrusted him with sensibility enough to know that a volume of Erasmus’ autographa would exhilarate his friends and companions as executores testamenti, it is easy to understand why he decided to keep one for himself. And as to the will, Amerbach needed no copy. He possessed the original document, the ultima voluntas as recorded on the 12th of February 1536 by Erasmus himself, propria manu.

In this paper we compare the newspaper attention for and framingof the Iraq issue in four Western countries (US, UK, Germany and theNetherlands) during the period September 2002 until August 2003.Using computer assisted coding based on wordlists constructed byhuman coders, we analyzed more than 70,000 articles from 12 news-papers. We pose the question how framing differs across countries,time and newspapers. Our results confirm the vast majority of ourhypotheses and demonstrate that the national political context, thepolitical leaning of newspapers and the stage of the conflict canaccount for a large amount of the variation in the attention for theissue and in the way it is presented.

This paper discusses some fundamental issues regarding syntactic analysis and semantic roles. Traditionally, a syntactic analysis has as its point of departure a morphological analysis claiming a one-to-one correspondence between a morphological form and a syntactic function. In the paper, I argue that this procedure must be reversed. A morphological analysis is only useful if one wants to describe morphological languages such as Finnish and German, whereas topological languages such as Danish and English only reveal a rudimentary morphological system. In my opinion case as well as topology is a particular device for syntactic signification in a specific language, whereas syntax is universal; at least if the syntactic description is based on a formal, universal theory. A very short introduction to such a universal theory on syntax is given in the paper, namely the so called Epi-Formal Analysis of Syntax (EFA(X)). By claiming the existence of semantic roles in sentences one implicitly claims that a sentence describes a scenario and the semantic roles are that the actors on the scene. The problem is that these semantic roles are sentence internal entities based on definitions that are internal to the theory resulting in entirely internal explanations on the semantics of the sentence. An agent is an agent because the role acts as an agent in the scenario described by the sentence. According to EFA(X), that is a normal theory based on external definitions of the theoretical concepts, a language user’s mental representations of the entities of the world and the relations between these entities as mental concepts in an utterance. The concepts are composed of the language user’s mental images of the entities combined with mental images of the sounds referring to these entities. An utterance is a structure of concepts, which is expressed by sentences and constituents, so a sentence is an expression of the language user’s mental images of (a small part of) the world. In this way, the theoretical concepts of EFA(X) are defined externally providing external explanations of the semantics of the sentence. If one agrees in the general assumption that the world consists of entities in relations and that sentences are expressions of the language user’s mental images of the entities of the world, there is no need for sentence internal concepts like semantic roles to explain the semantics of the sentence.

A configuration consisting of a star camera, four reaction wheels and magnetorquers for momentum unloading has become standard for many spacecraft missions. This popularity has motivated numerous agencies and private companies to initiate work on the design of an imbedded attitude control system realized on an integrated circuit. This paper provides an easily implementable control algorithm for this type of configuration. The paper considers two issues: slew maneuver with a feature of avoiding direct exposure of the camera's CCD chip to the Sun %, three-axis attitude control and optimal control torque distribution in a reaction wheel assembly. The attitude controller is synthesized applying the energy shaping technique, where the desired potential function is carefully designed using a physical insight into the nature of the problem. The system stability is thoroughly analyzed and the control performance simulated. A detailed simulation study shows convincing results for the entire range of operation. Udgivelsesdato: MAR A configuration consisting of a star camera, four reaction wheels and magnetorquers for momentum unloading has become standard for many spacecraft missions. This popularity has motivated numerous agencies and private companies to initiate work on the design of an imbedded attitude control system realized on an integrated circuit. This paper provides an easily implementable control algorithm for this type of configuration. The paper considers two issues: slew maneuver with a feature of avoiding direct exposure of the camera's CCD chip to the Sun %, three-axis attitude control and optimal control torque distribution in a reaction wheel assembly. The attitude controller is synthesized applying the energy shaping technique, where the desired potential function is carefully designed using a physical insight into the nature of the problem. The system stability is thoroughly analyzed and the control performance simulated. A detailed simulation study shows convincing results for the entire range of operation.

In this paper, the environmental humanities provide a lens into sustainability principles and practices within the setting of higher education. In the midst of the planetary crisis represented by the Anthropocene – the geological epoch in which human activity has become the dominant influence on the environment – the humanities can advance the sustainability movement by emphasizing the study of human experience. As we face sustainability challenges such as climate change and biodiversity loss, we encounter questions such as: what kind of education is of most value and how do we engage the environmental humanities as a mode of inquiry to better understand the crucial relationships between humans, place, and sustainability? Addressing these questions requires non-conventional modes of inquiry. Studying the stories of the landscapes that we inhabit is a non-conventional mode of inquiry that nurtures a sense of place. These stories include how the land was shaped by both natural and human forces. Stories of place and the history of how humans have altered it provide crucial insight into the human-Earth relationship. The study of place cultivates interest in infusing lived and felt human experience into the curriculum and pedagogy. Infusing human experience into higher education pedagogy encourages the linking of the sciences with the humanities. These ideas were implemented in a case study in which a swamp located in northwestern Ohio was used to contextualize sustainability education at Bowling Green State University. Such an education-oriented response to the sustainability crisis allows us to formulate new modes of inquiry, to better collaborate across disciplines, and to embrace uncertainty.

A configuration consisting of a star camera, four reaction wheels and magnetorquers for momentum unloading has become standard for many spacecraft missions. This popularity has motivated numerous agencies and private companies to initiate work on the design of an imbedded attitude control system realized on an integrated circuit. This paper considers two issues: slew maneuver with a feature of avoiding direct exposure of the camera's CCD chip to the Sun %, three-axis attitude control and optimal control torque distribution in a reaction wheel assembly. The attitude controller is synthesized applying the energy shaping technique, where the desired potential function is carefully designed using a physical insight into the nature of the problem. The system stability is thoroughly analyzed and the control performance simulated

Minor faults in ship propulsion and their associated automation systems have caused dramatic reduction on ships’ ability to propel and manoeuvre. Fault tolerant control is shown to be an effective means to prevent that simple faults develop into failures with severe consequences. The paper analyses the control functions of the automation system for a propulsion system on a ferry and shows how fault detection, isolation and subsequent reconfiguration can cope with many faults that would otherwise develop to failures. The main emphasis in this paper is on re-configuration possibilities where sensor fusion and change of functionality modes within the control system are essential means to obtain fault tolerance.

This paper discuss modelling and control of the inlet temperature in an air handling unit (AHU). The model is based on step response experiments made at a full scale test plant. We use gain scheduling to lower the correlation of the air flow with the process dynamic which simplify the control task. A simple way to determine the air flow with no extra equipment or experiments is suggested. Tuning of PI(D) controller based on step response identification is made using two different tuning methods. The paper describes the basic ideas, which are illustrated by simulations and plant experiments.

The design problem of filters for robust failure detection and isolation, (FDI) is addressed in this paper. The failure detection problem will be considered with respect to both modeling errors and disturbances. Both an approach based on failure detection observers as well as an approach based on a standard setup optimization is presented in this paper.

The positive mental health and well-being perspective represents innovative public health research of first-rank priority in Europe. Good mental health is both a state and a resource for everyday life. Hence, the concept often refers to a subjective feeling (hedonic component) as well as positive functioning (eudaimonic component). Different conceptualisations of mental health-related issues are a background to this paper, which gives a brief overview of three research issues in the Nordic countries. First, the development in the occurrences of adolescent mental health-related indicators such as life satisfaction, health, sleep, and school pressure. Second, review of Nordic methodological studies reporting on different mental health-related measures. Third, the selection of measures of positive mental health employed in the 2017–2018 Health Behaviour among School-aged Children (HBSC) data collection in the Nordic countries. Using the Nordic HBSC data for 2002–2014, it was found that symptom and problem-oriented analyses of mental health can improve our understanding of the challenges adolescents face. However, there is also a need to examine positive aspects of mental health in order to enhance our understanding of different mental health-related dimensions. New measures were included in the 2017–18 HBSC data collection in the Nordic countries, enabling researchers to answer different research questions including analysing factors mediating and moderating positive mental health among school-aged children. Extending the perspective from a symptom- and problem-oriented view to a more positive and asset-based perspective adds additional value to studies of mental health.

This paper is an introduction to and commentary on what is often referred to as the holocaust literature. The author favors terms such as shoah or churban, which mean ‘catastrophe’, ‘destruction’ over the more widespread term holocaust. The latter is a sacrificial term from the Bible meaning “burn offering”. This has misleading connotations: the destruction of European Jews cannot be considered a sacrifice in any ordinary sense. The paper discusses the various genres of holocaust literature and their relation to history. The author arrives at the conclusion that fictional literature need not necessarily have a weaker relation nor give a more faulty representation of what happened than documentary literature, such as diaries and memoirs. Finally, various criticisms of holocaust literature and the preoccupation with it are discussed. The author finds no grounds for avoiding the study of this literature, to the contrary he argues that it is in fact necessary for later generations to know about and reflect on this dark chapter in human history. It is only deemed harmful if it then occupies the entire curriculum of Jewish studies at an academic institution.

The papers appearing in this issue comprise the proceedings of the 1st Biennial International Conference for the Craft Sciences, held online during 4–6 May 2021, initiated by the Craft Laboratory, affiliated at the Department of Conservation, University of Gothenburg, Sweden. The Craft Laboratory was established in 2010 in cooperation with heritage organisations, craft enterprises and trade organisations, to empower craftspeople in the complex processes of making. The comprehensive agenda is to bring research into practice and involve craftspeople in the processes of inquiry. Among the operational tools are Master Classes provided for highly trained professional craftspeople in particular skills. Craft Scholarships are offered to craftspeople to investigate a problem or question in their practice, or develop ideas to improve methods or techniques. The site-specific workshop capacity in Mariestad allows craft researchers to implement research questions in practice and to perform full-scale tests in our masonry, carpentry and painting workshops, as well as in the timber building yard, greenhouses and gardens.

Do privacy rights restrict what is permissible to infer about others based on statistical evidence? This paper replies affirmatively by defending the following symmetry: there is not necessarily a morally relevant difference between directly appropriating people’s private information—say, by using an X-ray device on their private safes—and using predictive technologies to infer the same content, at least in cases where the evidence has a roughly similar probative value. This conclusion is of theoretical interest because a comprehensive justification of the thought that statistical inferences can violate privacy rights is lacking in the current literature. Secondly, the conclusion is of practical interest due to the need for moral assessment of emerging predictive algorithms.

Knowledge sharing between different types of organisations, in this case the University-Industry (U-I) relation, contains barriers related to the differentiation of structure and purpose for each organisation. Both the university and industry have to make sure that they have access to data and information. This accessibility enables the value-added process of transforming data into knowledge. The purpose of this paper is the analysis of U-I cooperation– especially under the new online requirements – an illustration of how the knowledge is created and shared in the organisation based on the socialisation, externalisation, combination, and internalisation (SECI) model and how this is aligned to the value proposition. As a knowledge management example case, a database for the Centre for Energy Technologies of Aarhus University was developed that will overtime help the university to increase its value proposition and be the heart of knowledge exchange with the industry in an organised way. The value of this work is intended to pave the way in building structured working relations between the industry and academia, facilitating the means in order to achieve a higher degree of overall efficiency.