Kohærensmåder: Et kvalitativt studie af, hvordan elever skaber tekstsammenhæng, når de skriver i dansk i 4. klasse

Afhandlingen er et kvalitativt tekststudie, som undersøger, hvordan elever i to 4.-klasser skaber tekstkohærens, når de skriver egne tekster i faget dansk. Tekstanalyserne, som foretages ud fra en tekstlingvistisk og socialsemiotisk forankret analyse, forstås og belyses gennem etnografisk inspirerede fortolkende analyser af, hvordan omstændigheder ved teksternes skrive- og undervisningskontekster og omstændigheder ved eleverne selv har betydning for hvilke måder, eleverne skaber tekstsammenhæng på. Studiets hovedfund er, at eleverne overordnet skaber indholdsmæssig kohærens i deres tekster på fire forskellige måder – såkaldte kohærensmåder. Måderne betegnes: listetekst, rammetekst, cirkeltekst og enhedstekst (bredde/dybde). Stort set alle studiets case-elever skriver i alle fire kohærensmåder, men de har typisk en til to måder, eller træk fra måderne, som de oftere skriver i. Studiets analyser af teksternes empiriske skrivekontekster viser overordnet, at kontekstuelle omstændigheder ved undervisningen (lærerens konkrete instruktion og støtte og ro/uro i klassen) og omstændigheder relateret til eleverne selv (skriftsprogligt repertoire, finde på indhold, engagement/meningsfuldhed, opfattelse af sig selv som skriver, transskriptionsfærdigheder og muligheder for at kunne fordybe sig) har stor betydning for, hvilke kohærensmåder eleverne skriver i. I nogle tilfælde synes konteksten at have betydning for de forskellige elevers tekster på måder, som minder om hinanden, mens den i andre tilfælde, og oftest, viser sig på forskellige subjektivt betingede måder, således at elever, som fx har modtaget den samme instruktion, tolker denne forskelligt med afsæt i andre kontekstuelle omstændigheder, hvilket betyder, at de i situationen skriver på forskellige måder. Ud over afhandlingens fund af kohærensmåder og omstændigheder med betydning for elevernes kohærensskabelse bidrager studiet analytisk-teoretisk til, hvordan tekstkohærens kan forstås og undersøges i elevtekster på mellemtrinnet. Studiets viden bidrager desuden med indsigter, som kan understøtte skoler og lærere i at udvikle nye måder at forstå og støtte elever på i deres skriveudvikling med fokus på indholds- og betydningsskabelse

Elements of Community: An Exploration of Postcolonial Heritage, Identity, and Memory in St. Croix, US Virgin Islands

This dissertation examines the complex dynamics of community heritage and identity on St. Croix, USVI, a former Danish colony in the Caribbean. Through four thematic case studies – water, earth, wind, and fire – this research explores how communities on St. Croix negotiate meaning through material heritage tied to Danish colonialism. By investigating the intersections of identity, heritage, and memory, this study reveals the ways in which postcolonial heritage is constructed, contested, and reconciled. The findings of this research contribute to a deeper understanding of critical community heritage, highlighting the harmonies, tensions, ambiguities, and ambivalences inherent to diverse postcolonial communities with complex histories, and the ways in which these communities reclaim and reconfigure their cultural heritage in the face of enduring colonial legacies. Denne afhandling undersøger den komplekse dynamik af samfundsarv og identitet på St. Croix, USVI, en tidligere dansk koloni i Caribien. Gennem fire tematiske casestudier – vand, jord, vind og ild – undersøger denne forskning, hvordan samfund på St. Croix forhandler mening gennem materiel arv knyttet til dansk kolonialisme. Ved at undersøge skæringspunkterne mellem identitet, arv og hukommelse afslører denne undersøgelse de måder, hvorpå postkolonial arv er konstrueret, anfægtet og forenet. Resultaterne af denne forskning bidrager til en dybere forståelse af kritisk samfundsarv og fremhæver de harmonier, spændinger, tvetydigheder og ambivalenser, der er iboende for forskellige postkoloniale samfund med komplekse historier, og de måder, hvorpå disse samfund genvinder og rekonfigurerer deres kulturelle arv i ansigtet. af varige koloniale arv

Idealist and Realist Aspirations for Just Peace

This PhD thesis analyzes the following three ethical questions: 1) When and how, if at all, is it reasonable to use military force that potentially brings suffering and destruction to land and property, body and mind? 2) How do contemporary ideologies argue for the use of military force and are their arguments reasonable? 3) How have responsible political actors argued for the use of military force in contemporary conflicts and have their arguments been reasonable? The thesis develops an ethic of military force within the framework of a global ethic of just peace. It analyzes in depth predominant ideologies and the political arguments behind the Iraq war (2003) and the intervention in Kosovo (1999). The thesis argues that just peace is a significant realist and idealist global ethical ideology, and there is no other political strategy to achieve just peace than by practicing it

Excluding knowledge: Internationalization between usefulness and ethics

“Internationalization and social practice in the field of higher education in Denmark”As part of a larger project, the set task of the thesis is to explore recognition, acknowledgement and negotiation of knowledge in the international classroom. The project the thesis is part of, “Internationalization and social practice in the field of higher education in Denmark” aims to explore internationalization at Aarhus University as multifaceted and multilevel practices. The larger project draws upon data from five different international programs and combines survey data, observations, interviews and policy research. Besides my project, the larger project researches internationalization history and policy in Denmark, lecturers’ perceptions of international students and pedagogy in the international classroom, and a prosopography of students attending international education in Aarhus. Mythesis focuses particularly on three of the five international master programs.The programs have been selected to cover different disciplines and different approaches to internationalization. Data has been produced through non-participant observations of classroom interactions and semi-structured interviewswith students from the three programs. In the analysis, results from other projects are also included to describe how knowledge-encounters unfold in the international classroom.The project was funded by the Danish Research Council, FKK. I thank FKK for the funding. I also thank all the students and lecturers who agreed to participate in the project and who have been very generous with their time, information, and insights into moments that are valuable to the research, but on occasions very sensitive to the participant

Indlandsisen, kvartærgeologi og landskab omkring Kangerlussuaq, Vestgrønland

Denne bog giver et overblik over Indlandsisen og landskabets opståen og udvikling omkring Kangerlussuaq (tidligere Søndre Strømfjord) i Vestgrønland. For landskabet omkring 30 km veje fra Kangerlussuaq til Indlandsisen, illustrerer glimrende hvordan alle typer af landskaber i Grønland og – overraskende – i Danmark, er opstået under og siden istiden. I Kangerlussuaqområdet er processerne blot aktive i dag, og kan dermed umiddelbart ses. Der er næsten alene beskrevet lokaliteter som ses fra områdets køreveje, og bogen er tænkt som en slags ”vejsideguide”. Bogen er samtidig en illustreret og letforståelig indføring i den dynamik som har skabt landskaberne. Målgruppen er besøgende i Vestgrønland og ved Indlandsisen, og som har interesse for at forstå hvordan isen, smeltevandet og landskabet er opstået

Towards realization of Digital Twins for systems with coupled behavior

Manufacturing has undergone a number of revolutions, and automation including robotics and digital transformation are the core of these revolutions. Digital Twin (DT) is one of the enabling technologies to achieve digitalized optimizations. Although DT is a promising technology, it poses several challenges for its theory-to-practice transition and settlement. To this end, this PhD thesis addresses some of these existing challenges in four major areas with the aim of advancing this field and providing methods and insights for its easier adoption by practitioners.To do so, this PhD thesis combines different research methods, including descriptive, exploratory, conceptual, and applied research. It explores current challenges and proposes methods that conceptualize those challenges; as a result, it brings solutions that address existing needs. To face such needs, applied research and case study research are used to ground the conceptualizations in close-to-real-life settings.This PhD thesis focuses on four major areas. In the first area, related to tooling and considerations for realizing DTs, a systematic survey on open-source frameworks is conducted and a systematic reporting framework for DT case studies is proposed. In the second area, related to integrating simulation as a fundamental aspect of DTs, an architectural approach that bridges existing frameworks and black-box simulation is proposed. In the third area, regarding the realization of DTs for complex heterogeneous systems, a modeling approach for composed systems and an architectural approach to implement hierarchical DTs with coupled behavior are proposed. In the fourth area, regarding the application of DTs for robotics, two approaches to combine robot-specific methods with DTs are proposed.The outcomes of this PhD project improve the ease of transfer to other case studies, especially in regards to the applicability in the robotics domain, while enhancing the reusability of existing assets/components and reducing the implementation effort. Moreover, this research can increase the adoption of DT technology, especially in Small and Medium Enterprises and individuals

SAVING THE WORLD, ONE PLATE AT A TIME?

The PlantPro project aimed at researching the acceleration of an efficient green consumer behaviour transition in the food sector, with a major focus on more plant-rich diets. It is a research project funded by Innovation Fund Denmark which ran from the first of April, 2021 to December, 2024. Social scientists focusing on the food sector from three Danish universities, including Aarhus University, Copenhagen Business School, and the University of Copenhagen, collaborated with 16 partners – sector representatives from large and small companies, retailers, NGO´s, think tanks, and network organisations. As such, the project is unique in its focus on market and behaviour, and the way it brings together a broad range of stakeholders. The research in the project explored previous and ongoing food sector transitions, consumer-citizen behaviour changes and perception across different segments, and the actions to nudge, inform, or motivate behaviour change in different public and private choice contexts. This research was built on well-studied theories of sector sustainability transitions and social tipping, as well as a broad range of behaviour change theories. Diverse methods were used, ranging from case studies and expert interviews, to repeated representative surveys following trends over time, and experimental online surveys looking at specific mechanisms of change, to finally lab and real-life experiments looking at household, canteen, and supermarket behaviours. As a practical implication, the project delivers a catalogue of marketing and policy actions that can contribute to accelerating an efficient green consumer behaviour transition in the food sector. We list and describe this catalogue on the next pages. We have three major conclusions. The first is about the status of change. The second is about the road from here. The third is about the range of actions for both immediate and sustained effects

Mathematical reasoning competency and digital tools

I de seneste årtier er to fokusområder løbende blevet diskuteret inden for forskningen i matematikdidaktik. Det første fokusområde italesætter at mestre og lære matematik som besiddelse og udvikling af matematisk kompetence i stedet for viden og læring af matematiske fakta og færdigheder (Niss, 2016). Det andet område udforsker brugen af digitale teknologier i undervisning og læring af matematik (Artigue & Trouche, 2021). Den danske KOM-rapport skitserer otte matematiske kompetencer, der beskriver aktiviteter relateret til at udøve og håndtere matematik (Niss & Højgaard, 2019). Blandt de otte kompetencer er matematisk ræsonnementskompetence, som er omdrejningspunkt for dette studie. Ræsonnementskompetence indebærer at analysere eller producere argumenter for at begrunde matematiske påstande (Niss & Højgaard, 2019). Kompetencerne, sammen med brugen af digitale værktøjer, er en del af de danske matematiklæreplaner på både grundskole- og gymnasieniveau (Danmarks Evalueringsinstitut [EVA], 2009).Moderne digitale matematikværktøjer, såsom dynamiske geometri programmer og computer algebra systemer (CAS), integrerer i stigende grad funktionalitet fra hinanden (Freiman, 2014; Sutherland & Rojano, 2014), hvilket giver nye muligheder men også øger programmernes kompleksitet. Dette studie, rapporteret i denne afhandling, har både praktiske og teoretiske formål. Praktisk undersøges, hvordan integrationen af geometri og algebra i digitale matematikværktøjer kan støtte elevers ræsonnementsprocesser i udskolingens matematikundervisning. Studiet lægger vægt på at gøre det muligt for eleverne at udøve deres matematiske ræsonnementskompetence snarere end som sådan at udvikle elevernes kompetence. Teoretisk søger studiet at fremme bæredygtig teoretisk udvikling ved at forbinde KOM med international matematikdidaktiskforskning. Dette opnås ved at anvende et netværksperspektiv (Prediger, Bikner-Ahsbahs et al., 2008) på teoriudvikling.Projektets metodiske udgangspunkt er designbaseret forskning (Bakker, 2018; Cobb et al., 2003; Gravemeijer & Prediger, 2019; McKenney & Reeves, 2014). Det har guidet indsamling og analyse af data samt design af opgaver, der fordrer elevers udøvelse af matematiske ræsonnementskompetence i brugen af digitale teknologier med fokus på variable som et generaliseret tal. I den henseende er der udviklet og designet en ”microworld” (Hoyles, 1993) med variable punkter med tilhørende opgavesekvenser. Den er udviklet med henblik på at lade eleverne udøve matematiske ræsonnementskompetencer gennem deres undersøgelse af grundlæggende algebraiske udtryk og strukturelle implikationer i de variable punkters dynamiske egenskaber.Udover KOM anvender projektet andre teoretiske perspektiver, såsom den instrumentelle tilgang til matematikundervisning (IAME) (Guin & Trouche, 1998) og dens opfattelse af kognitive skemaer (Vergnaud, 1998b) i relation til skema-teknik-dualiteten (Drijvers et al., 2013), samt Toulmins (2003) argumentationsmodel. Disse perspektiver bruges til at analysere, beskrive og forklare empiriske data, særligt i forhold til elevernes brug af digitale værktøjer og deres matematiske ræsonnementskompetence.Afhandlingen består af seks forskningsartikler og denne tilhørende rapport, der beskriver den teoretiske baggrund, metodologi samt bidrager med yderligere analyser og resultater. Paper 1 er et litteraturstudie, der identificerer potentielle værktøjer i GeoGebra, et dynamisk geometri- og algebraprogram, til elevers ræsonnementer af variablen som et generaliseret tal. Paper 1 har informeret studiets efterfølgende designprocesser og produkter. Papers 2 til 5 analyserer empiriske data fra elever, der arbejder med forskellige opgaver, og udviklingen af et analytisk værktøj til instrumented justification. Artikel 2 introducerer den indledende teoretiske udvikling i at forbinde KOM og IAME, som genfortolkes gennem Toulmins model, hvilket fører til udviklingen af et analytisk værktøj. Artikel 3 forfiner dette værktøj, instrumented justification, og beskriver elevers ræsonnementsprocesser ved brug af digitale værktøjer. Artikel 4 fokuserer på elevers mål i brugen af digitale værktøjer i deres undersøgelser og løsning af en opgave. Opgaven videreudvikles på baggrund heraf, og opgavens potentiale og udfordringer for udøvelse af ræsonnementskompetence undersøges. Artikel 5 fokuserer på kognitive skemaer i det analytiske værktøj i analyser af Vergnauds (1998) skema-bestanddele og uddyber, hvordan elevers konceptuelle viden integreres i deres instrumenterede ræsonnementsprocesser. Artikel 6 behandler begrebet forgrunds- og baggrundsteori i et netværksperspektiv på teoriudvikling.Afhandlingen bidrager med tre designprincipper for opgavedesign, der understøtter elevers udøvelse af ræsonnementskompetence, en ”microworld” til at udforske og begrunde variable punkters dynamiske bevægelse og tilhørende opgaver. Den uddyber også ræsonnementskompetence i elevers instrumenterede ræsonnementsprocesser og skema-teknik-dualiteten og giver forslag til at understøtte disse processer i klasseværelset gennem opgavedesigns. Derudover identificerer den en hybridopfattelse mellem kontinuerlige og diskrete forståelser af variable i forudsigelsen af variable punkters bevægelsesmønstre i dynamiske geometri- og algebraprogrammer og foreslår teoretiske forbindelser mellem KOM og IAME som potentialer for yderligere teoretisk udvikling.In recent decades, among others, two areas of focus have emerged in mathematics education research. The first emphasizes mastering mathematics as competencies, proficiency, or literacy, as opposed to merely knowing mathematical facts and skills (Niss, 2016). The second area explores the use of digital technologies in teaching and learning mathematics (Artigue & Trouche, 2021). The Danish competency framework, known as the KOM-framework, outlines eight mathematical competencies that describe activities related to doing and dealing with mathematics (Niss & Højgaard, 2019). Among the eight competencies, mathematical reasoning competency, which involves analyzing or producing arguments to justify mathematical claims, is the focus of this project (Niss & Højgaard, 2019). The KOM-framework, along with the use of digital tools, is featured in the Danish mathematics curricula across primary, lower secondary, and upper secondary education (Danmarks Evalueringsinstitut [EVA] 2009). In addition, digital mathematics tools, such as dynamic geometry environments and computer algebra systems, increasingly integrate functionalities from both geometry and algebra (Freiman, 2014; Sutherland & Rojano, 2014), offering new possibilities and complexities that often surpass the understanding of laypersons. This study reported in this dissertation has both practical and theoretical aims. Practically, it investigates how the integration of digital tools in geometry and algebra can support students’ reasoning processes in lower secondary mathematics education and emphasizes enabling students to exercise their mathematical reasoning competency rather than developing the competency as such. Theoretically, the study seeks to promote sustainable theoretical development by linking the KOM-framework with international mathematics education research. This is achieved by adopting a networking perspective (Prediger, Bikner-Ahsbahs, et al., 2008) on theory development. Design research (Bakker, 2018; Cobb et al., 2003; Gravemeijer & Prediger, 2019; McKenney & Reeves, 2014). as the methodological framework for this project, guiding the collection and analysis of data, as well as the establishment of learning situations that incorporate mathematical reasoning competency, digital technologies, and the variable as a generalized number. A microworlds (Hoyles, 1993) of variable points along with task sequences were developed, aiming for students to exercise mathematical reasoning competency by investigating basic algebraic expressions and their structural implications in the dynamic behavior of variable points. In addition to the KOM-framework, the project employs other theoretical perspectives, such as the instrumental approach to mathematics education (IAME) (Guin & Trouche, 1998) and the elaborated notion of a scheme (Vergnaud, 1998b) in relation to the scheme-technique duality (Drijvers et al., 2013), and Toulmin’s (2003) argumentation model. These perspectives are used for analyzing, describing, and explaining empirical data, particularly regarding students’ use of digital tools and their mathematical reasoning competency. The dissertation comprises six research papers and an accompanying kappa that provides the theoretical background, methodology, additional analysis, and results. Paper 1 is a literature review that identifies potential tools within GeoGebra, a dynamic geometry and algebra environment, for student justifications of the variable as a generalized number, which informed the task design. Papers 2 through 5 analyze empirical data from students working with different tasks and the development of an analytical tool for instrumented justification. Paper 2 introduces the initial connection between the KOM and IAME frameworks, interpreted through Toulmin’s model, leading to the creation of an analytical tool. Paper 3 refines this tool, defines instrumented justification, and describes students’ justification processes using artifacts. Paper 4 focuses on the goal of student tool use within a task that is further developed, examining its potential and challenges for exercising reasoning competency. Paper 5 emphasizes the scheme aspect of the analytical tool, analyzing Vergnaud’s (1998) scheme components and elaborating on how students’ conceptual knowledge integrates into their instrumented justification processes. Paper 6 addresses the notion of foreground and background theory within the networking of theories perspective. The dissertation contributes three design principles for task design that support students’ exercise of reasoning competency, a microworld for exploring and justifying the dynamic behavior of variable points, and associated tasks. It also elaborates on reasoning competency in students’ instrumented justification processes and the scheme-technique duality and provides suggestions for supporting these processes in the classroom and through task design. Additionally, it identifies a hybrid conception between continuous and discrete understandings of variables in predicting variable behavior within the dynamic geometry and algebra environment and suggests theoretical links between the KOM and IAME frameworks as potentials for further theoretical networking

Social Commissioning: A relational approach to social value creation in the built environment

This thesis is the product of an industrial Ph.D. that explores social value creation in the built environment in Denmark through a relational lens. Based on a multi-sited ethnographic approach, the studies focus on the ways in which social values are articulated and enacted in relation to the built environment and provide new perspectives to challenge existing practices in the building industry as well as approaches to social value creation in existing building performance research. The main contribution of the thesis to existing research is showing how a relational approach to value presents an alternative to the essentialist logic that dominate current practices. This relational values approach has the potential to deal with the complexity and ongoingness of social values in ways that the current practices and value framings cannot. If we want to understand and work with social aspects of building performance, and support social value creation in the built environment, we need to view buildings and values relationally, rather than as static entities with a defined set of attributes that can be measured and evaluated in absolute numeric values

Where the Present Begins to Appear as Past: Mediating Contemporaneity in a Museum of the Future

In this practice-based PhD project, I explore how the concept of the contemporary can gain critical significance for the aesthetic practices that invoke it, specifically curating of contemporary art and dramaturgy in contemporary theatre. The exploration is conducted through the realization of the cross-aesthetic art exhibition and theatre performance Museum for fremtiden (2022), which I initiated and participated in in the intermediary position of curator and dramaturg as part of my research project. Museum for fremtiden was a collaboration between the contemporary theatre Sort/Hvid (Black/White) in Copenhagen and the contemporary art institution Kunsthal Aarhus in Aarhus. To develop a format transgressing the media of art exhibition and theatre performance under the collaboration’s paradoxical title, I gathered visual artists and theatre-makers invested in questions of time and temporality in their practices. The dissertation frames Museum for fremtiden’s mediation of exhibition and performance as a bringing together of conflictual forms of temporalization. This mediation, I argue, points to a fundamental ambiguity in the exhibition of art and the staging of theatre as either representational or enactive. The dissertation proposes a dialectical and self-contradictory contemporaneity between them in dialogue with theoretical debates in aesthetic theory, literary studies, critical museology, dramaturgy, and curatorial studies. Methodically, the PhD project builds on recent approximations between dramaturgy and curating as well as the emergence of practice-based research in the art institution. The advancement of curating as a research practice originates in the museum and has recently migrated to contemporary art institutions such as the kunsthalle and the practice of curating contemporary art. Here, curating is framed and debated as a research field under the meta-category of “the curatorial,” positioning exhibition-making in an expanded sense as a means of investigating research questions and enacting research propositions, often emphasizing the performative quality of the exhibition space. The dissertation interrogates such notions in the context of contemporary theatre and dramaturgical practice, constituting one of the research project’s sub-inquiries, as the theatre institution is not currently acknowledged as a host institution for practice-based research like contemporary art institutions are. In that regard, I compare curating to an understanding of dramaturgy as a “thinking through practice” in the context and conditions of the theatre institution, demonstrated through the process of making Museum for fremtiden. In the dissertation, meanwhile, this thinking through practice is directed toward the con-temporary as a critical concept, attempting to approach ways in which contemporaneity can be mediated in and through the bringing together of dramaturgical and curatorial practice. In that regard, I explore––on a more speculative level––the conditions of an aesthetics that momentarily can make the present appear as past in a historical present characterized by contemporaneity. In the dissertation, I connect such an aesthetics to Sort/Hvid under the artistic direction of Christian Lollike, pursuing the explication of a poetics of historicizing the present. As such, the research project gives occasion to a reflection on the relation between the process of making Museum for fremtiden and the idea of contemporaneity as a characterizing term for the historical present from the point of view of the implicated curator and dramaturg. I unfold this reflection in the five parts comprising the dissertation and the appendix: (1) an introduction situating the research project’s cross-institutional, intermedial, interdisciplinary, and conceptual framework; (2) a theoretical and methodological reflection, exploring different critical conceptualizations of the contemporary; (3) a journal article, investigating the potentials of curatorial research in the contemporary theatre institution; (4) a dramaturgical-curatorial analysis of the process of making and the twin iterations of Museum for fremtiden; and (5) a journal article, speculating on a method of “museum-ing,” building on dramatization. Finally, the dissertation documents the research project’s practical component of Museum for fremtiden in an appendix, comprising links to video and sound recordings, photographs from both iterations of the exhibition/performance, handouts on each artistic practice, and the exhibition catalogue, published by the press Antipyrine. Moreover, the appendix includes an English translation of my introduction to Christian Lollike’s plays in the book Underværket (The Wonder, 2022)