Open Access Journals at Aalborg University
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GIS in the Danish Green Tripartite: From desk to excavator
No full textDen Grønne Trepart skal på rekordtid resultere i en historisk arealomlægning. Første skridt er at lave omlægningsplaner, hvor et af målene er at reducere kvælstofudledningen til vores kystområder. Alene i oplandet til Limfjorden viser første version af omlægningsplanen, at ca. 80.000 ha jord skal omlægges til vådområde- og lavbundsprojekter for at indfri reduktionskravet på 2.804 ton kvælstof til Limfjorden.
Opgaven må betegnes som en massiv omlægning af det danske landskab. En sådan omlægning skal derfor laves smart – under hensyntagen til natur, landbrug, ressourcer, økonomi m.m.
Forfatteren peger derfor på tre kerneområder i den nuværende proces, som med fordel kan kvalificeres: 1) projektområdeudpegning systematiseres og ensartes, så alle potentielle områder udpeges, 2) projektprojektering skal gøres mere robust ved hjælp af bl.a. randarealer, og 3) udførelsen af projekter skal gøres smartere.
Derfor har Limfjordsrådets sekretariat dels lavet en GIS-analyse, der udpeger hensigtsmæssige områder til omlægning og dels udviklet andre redskaber til at løse opgaven smartere i marken, herunder udvikling af 3D-modeller i GIS, der kan lægges direkte ind i gravemaskinerne.The Danish Green Tripartite Agreement must, in record time, result in a historic land-use transition. The first step is to prepare transition plans, one of the goals of which is to reduce nitrogen emissions to our coastal areas. In the catchment area of the Limfjord alone, the first version of the transition plan shows that approx. 80,000 hectares of land must be converted into wetland and lowland projects to meet the reduction requirement of 2,804 tonnes of nitrogen to the Limfjord.
The task can be described as a massive reconfiguration of the Danish landscape. Such a transformation must therefore be carried out intelligently – taking into account nature, agriculture, resources, economy, etc.
The author therefore points to three core areas in the current process that could benefit from being improved:
project area designation should be systematized and standardized so that all potential areas are identified,
project design should be made more robust, e.g. through the use of buffer areas, and
project implementation should be carried out more efficiently.
For this reason, the secretariat of the Limfjord Council has carried out a GIS analysis identifying suitable areas for conversion, and has also developed additional tools to carry out the task more efficiently in the field, including the development of 3D models in GIS that can be loaded directly into excavators
Seselelãme: Aŋlɔ-Eʋe Refractions of an African Somaesthetics
Get PDFThis article draws on both personal experience and long-term ethnographic research into Aŋlɔ bodily ways of knowing, as given in the Eʋe phrase seselelãme (perceive-perceive-at-flesh-inside). We use the term refractions in the title to signal how this local “foundational schema” is related to what has been dubbed an African Somaesthetics. We address such topics as body sculpting, kinaesthetic styles, forms of greeting, adornment and the idea of the porosity of selves, and enucleate – that is, explicitly relate all this – to the biotic, organic, and ecosystem qualities of seselelãme. We argue that understanding somaesthetics in Aŋlɔland (southeastern Ghana) requires grasping the significance of interactivity and exploring how body, nature, and spirit dynamically interweave in Aŋlɔ ways of knowing – and becoming, or self-fashioning
Preservation of Web-Animation in a Post-Flash Era
Get PDFAt the beginning of 2021, Adobe ended support for Flash Player. The software had been a popular mode of accessing and displaying web-based multimedia content for decades, and its discontinuation has led to a shift in the way amateur and short-form animation can be hosted online.
Flash allowed amateur creatives to share animated videos, playable video games, and other multimedia content with audiences over the web. After the announcement that Adobe would no longer be supporting the software, websites and creatives alike who relied on Flash turned to alternative means of disseminating animated works. In the absence of this software, creators and publishers alike have turned to alternative solutions, such as integrating new third-party software, or converting the media to embedded video– without support for interactive elements. Some Flash animations have been taken offline altogether, or have become lost media.
The impact of this discontinuation is wide and varied. This paper aims to focus on the impact it has had on the largest web-based visual narrative to date: Andrew Hussie’s cult-classic, multimedia comic Homestuck. During the webcomic’s seven year run, Homestuck amassed over 8000 pages, with a sizable percentage containing Flash animation. The purpose of this case study therefore is to discuss the solutions brought forward by VIZ Media, who had acquired the publishing rights to the comic in 2018, and by volunteer archivists to preserve the original medium of the comic. In using Homestuck as a case study, where multiple forms of preservation and archiving have been attempted, preliminary hypotheses about the effect that Flash Player’s discontinuation has had on amateur web animation can be drawn
Black Pudding: A Speculative Visual Index: Representational limits of Generative AI during creative porn productions
Get PDFFunded by the GenAI Studio grant (Milieux Institute and Applied AI Institute), B̷l̷a̷c̷k̷ P̷u̷d̷d̷i̷n̷g̷ is a research-driven, AI-based project that revisits the lost pornographic animation film Black Pudding (1969) by Nancy Edell (1942-2005), a Canadian-American pioneer director in feminist animation. By using the tools available on generative AI porn platforms, this project speculates on how contemporary AI would represent Black Pudding today. This is done using surviving textual materials (critics, festival reviews, films encyclopedias) written about the film as prompts on contemporary AI-porn content generators. B̷l̷a̷c̷k̷ P̷u̷d̷d̷i̷n̷g̷ creates a space to explore the ethical and creative boundaries of generative AI in reconstituting feminist sexual representations
Fundamentals of Systematic Reflection in Practice: How Reflective Practice Effect Professional Identity Formation and Lifelong Learning
Get PDFIn a world characterized by constant change and complexity, the need for a strong professional identity and the ability to act as a reflective practitioner has become more crucial than ever. This article explores how systematic reflection can support lifelong learning and professional identity formation, focusing on a pilot study conducted in the Diploma in Leadership at UCN. The study involved the use of reflection portfolios as both a learning tool and empirical data, with students documenting their learning activities and reflections. Through semi-structured interviews and focused content analysis, the study aimed to develop and qualify a reflection model that highlights the connection between learning, reflection, and professional identity formation.
The reflection model presented includes four levels: learning moments, recognition, transformation, and professional identity. Each level is described in detail, with examples from the pilot study illustrating how students used the reflection levels to become aware of their learning and development. The model aims to scaffold the movement from initial aha moments to more conscious and transformative reflections, contributing to the formation of professional identity.
The findings suggest that systematic reflection can significantly impact students' reflective skills, awareness of their own learning, and professional identity formation. By integrating reflection as a central part of education, students can navigate a complex world with greater confidence, competence, and reflexivity. The article concludes with didactic reflections on how the model can be used in higher education to support lifelong learning and professional identity formation
Bridging Learning and Practice: Exploring Transfer and Learning in Finance Internships
Get PDFThis paper explores how transfer and learning unfolds for students in professional bachelor’s programmes during internships in a financial context. Reflective Practice-based Learning (RPL), which emphasises the interplay of experience, thinking, and action, is particularly relevant in a practice-oriented education, where students must bridge theoretical knowledge and professional practice.
Internships serve as key moments, offering students the opportunity to apply their academic learning in real-world contexts. However, transfer – the process of applying knowledge and competencies in new settings – does not occur automatically. It requires supportive conditions such as reflection, feedback, and opportunities for professional engagement. This study is guided by theoretical perspectives on learning and transfer, particularly drawing on Illeris’ learning dimensions, Mezirow’s theory of transformative learning, and Wahlgren’s perspectives on transfer conditions.
While transfer has been widely studied in fields such as teaching and healthcare, the financial sector remains underexplored. This sector is shaped by distinct features, including complex regulatory constraints, varying degrees of student preparedness, and evolving professional expectations. This study investigates how students experience transfer during their internship, and how different conditions influence this process.
Through qualitative data from semi-structured focus group interviews conducted across three phases of the internship period, this study contributes to the ongoing exploration of RPL in an internship context. The study contributes to understanding reflective and transferable learning in the financial sector by highlighting the role of motivation, psychological safety, and structured reflection. It underscores the need for intentional internship design in contexts where access and learning opportunities are not guaranteed
A Framework for Implementing Flexible Project-Based Learning for Computing Education in Resource-Constrained Environments: A Case Study of the Namibia University of Science and Technology
Get PDFProject-based and problem-based learning (PBL) has gained recognition as an effective pedagogical method for developing essential for employability skills. However, implementing PBL in resource-constrained environments poses significant challenge in these environments due to the limited infrastructure and institutional barriers (Okai-Ugbaje et al., 2022). This paper introduces the Flexible Project-Based Learning (FPBL) framework designed to facilitate the adoption in such environments though a three-tiered approach: the Basic Tier (minimal resources), Standard-Tier (moderate resources) and Advanced-Tier (comprehensive resources). Each layer incorporates Aristotle's four causes as structural pillars. Prelimary results from a case study at the Namibia University of Science and Technology involving focus groups with faculty (N = 5), industry stakeholders (N = 15), student representatives (N = 2) and administrative support staff (N = 4). Preliminary results from a case study at the Namibia University of Science and Technology (NUST) indicate that access to industry-grade infrastructure, partnerships, and readiness are essential for effective PBL implementation. The framework offers a possibly scalable solution for computing education in resource- constrained environments. 
Deploying Multidisciplinary AI-Personas to Enhance Critical Thinking and Communication Skills in STEM Education
Get PDFThis paper explores the integration of multidisciplinary AI personas as educational tools to enhance critical thinking, communication, and decision-making skills in STEM education. Drawing from two case studies at the North-West University, South Africa, students engaged with AI personas representing varied disciplinary perspectives in Decision Science and Environmental Science modules. In the first case, students applied the Analytic Hierarchy Process (AHP) to a business acquisition scenario, relying on AI personas to provide comparative input on decision criteria. The second case involved reflective essays on environmental worldviews, where students interacted with personas representing distinct ecological perspectives. It is concluded that AI personas across multiple disciplines can potentially enhance STEM students’ critical thinking, engagement, and professional skills, provided their use is paired with structured methodological guidance and real-time instructional support. Keywords: AI personas, critical thinking, engineering education, decision-making, student engagement
Building a Sustainable Engineering Future: The Collaborative Effort of ECSA and Academic Institutions in Reducing Attrition in the Skills Pipeline
Get PDFThe engineering profession in South Africa plays a significant role in driving innovation, infrastructure development, and economic growth. However, there is high attrition rate within the engineering skills pipeline which impacts the development of a sustainable engineering workforce in the country. This study aimed to address high attrition rates using a multifaceted approach with the academic institutions and the Engineering Council of South Africa. The study explored the underlying causes of attrition and provided recommendations on how the collaboration between the Engineering Council of South Africa and academic institutions can help reduce these rates. A mixed methods research design was used and data was be collected through qualitative surveys and questionnaires. The sample included n=10 academic staff and n=263 registered engineering candidates. The qualitative data was analysed using thematic analysis, while the quantitative data was analysed using SPSS. identified foundational gaps in schooling, especially in mathematics, science, and language proficiency, as critical contributors to attrition. Financial constraints, although not statistically differentiated, were widely recognised as barriers to academic persistence due to limited bursary flexibility and food insecurity. Institutional challenges such as generic support services, insufficient advising, and overstretched staff further contributed to high dropout rates. A recurring theme in the narratives was the call for ECSA to evolve beyond its current compliance-driven role and become a proactive enabler of transformation and socio-academic support. Based on the findings, the study recommends the development of strategies for enhancing the collaboration between ECSA and higher education institutions to foster a more sustainable engineering pipeline.