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The following results are related to COVID-19. Are you interested to view more results? Visit OpenAIRE - Explore.
13 Research products, page 1 of 2

  • COVID-19
  • 2017-2021
  • VBN
  • COVID-19
  • Rural Digital Europe

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  • Open Access English
    Authors: 
    Thomas Bruun Rasmussen; Jannik Fonager; Charlotte Sværke Jørgensen; Ria Lassaunière; Anne Sofie Hammer; Michelle Lauge Quaade; Anette Boklund; Louise Lohse; Bertel Strandbygaard; Morten Rasmussen; +5 more
    Publisher: Public Library of Science (PLoS)
    Country: Denmark

    Mink, on a farm with about 15,000 animals, became infected with SARS-CoV-2. Over 75% of tested animals were positive for SARS-CoV-2 RNA in throat swabs and 100% of tested animals were seropositive. The virus responsible had a deletion of nucleotides encoding residues H69 and V70 within the spike protein gene as well as the A22920T mutation, resulting in the Y453F substitution within this protein, seen previously in mink. The infected mink recovered and after free-testing of 300 mink (a level giving 93% confidence of detecting a 1% prevalence), the animals remained seropositive. During further follow-up studies, after a period of more than 2 months without any virus detection, over 75% of tested animals again scored positive for SARS-CoV-2 RNA. Whole genome sequencing showed that the viruses circulating during this re-infection were most closely related to those identified in the first outbreak on this farm but additional sequence changes had occurred. Animals had much higher levels of anti-SARS-CoV-2 antibodies in serum samples after the second round of infection than at free-testing or during recovery from initial infection, consistent with a boosted immune response. Thus, it was concluded that following recovery from an initial infection, seropositive mink were readily re-infected by SARS-CoV-2. Author summary Early on, in the course of SARS-CoV-2 infections among mink in Denmark, we identified a farm, with about 15,000 mink, that had virus-infected animals. At this time, we found that a very high proportion of the mink had been infected and made antibodies against the virus. In contrast to the three previously infected farms, the mink were allowed to recover (the mink had shown few signs of disease and only low mortality) and our testing demonstrated the absence of circulating virus. Continued screening, in the following weeks, supported the absence of infection in the mink but the maintenance of antibodies against the virus. However, less than 3 months after the initial infection, we again identified the presence of virus in some dead mink from this farm and in many live mink. The viruses responsible for this second wave of infection were slightly different from those found in the first wave but were closer to each other than to the SARS-CoV-2s found on other mink farms. The antibody levels in mink during this second wave of infection were much higher than observed after the initial infection. We concluded that the initial round of infection in mink was insufficient to confer protection against re-infection.

  • Open Access
    Authors: 
    Ulla Konnerup; Lykke Brogaard Bertel; Søren Larsen;
    Publisher: Det Kgl. Bibliotek/Royal Danish Library
    Country: Denmark

    Denne artikel undersøger underviseres og studerendes erfaringer med digitalt understøttet projektvejledning under COVID-19-nedlukningen i foråret 2020. Der sættes fokus på filosofien bag problem- og projektbaseret vejledning på Aalborg Universitet og Roskilde Universitet, samt hvordan og i hvor høj grad digital transformation af vejlederpraksis understøtter og udfordrer denne filosofi. Resultaterne baserer sig primært på 12 kvalitative interviews med undervisere og 10 kvalitative interviews med studerende gennemført som en del af projektet “Erfaringer og oplevelser med online undervisning på 9 videregående uddannelsesinstitutioner”, suppleret af resultater fra lokale, interne undersøgelser i samme periode. Artiklen søger overordnet set at besvare undersøgelsesspørgsmålet: Hvad har vi lært om digitalt understøttet projektvejledning under COVID-19-nedlukningen, og hvilke erfaringer kan vi tage med os ind i en fremtidig problem- og projektorienteret vejlederpraksis? Undersøgelsens resultater viser, at nedlukningsperioden har givet anledning til nytænkning af den problem- og projektbaserede vejlederpraksis, og at vejledningen har potentiale til at blive mere fleksibel, studentercentreret og proces-orienteret, når den transformeres fra primært produktvejledning til en højere grad af procesfacilitering i hybride læringsrum.

  • Other research product . Other ORP type . 2021
    Open Access Danish
    Authors: 
    Lyngdorf, Niels Erik Ruan; Bertel, Lykke Brogaard; Andersen, Thomas;
    Publisher: Aalborg University
    Country: Denmark

    Dagens podcast produceres som del af dissemineringen af undersøgelsen - Evaluering Af Digitalt Understøttet Læring På Aalborg Universitet I 2020 - Underviser- Og Studenterperspektiver På Universitetets Nedlukning Som Følge Af Covid-19, som blev foretaget i efteråret 2020 og dækkede undervisere og studerendes oplevelser af arbejds- og studielivet i relation til studieaktiviteter på AAU i foråret 2020 til efteråret 2020. Rapporten er struktureret omkring 5 hovedtemaer: Digitalt understøttet undervisning, PBL-modellen, Vejledning, Eksamen, og sidst Trivsel, motivation og identitet. Denne podcastserie vil dække dele af disse temaer over 3 afsnit og i dag i denne første del taler vi om trivsel, motivation og identitet med fokus på studerende.

  • Open Access Danish
    Authors: 
    Niels Erik Ruan Lyngdorf; Lykke Brogaard Bertel; Thomas Lykke Andersen; Thomas Ryberg;
    Country: Denmark

    <p>COVID-19 pandemien ændrede i 2020 hverdagen for uddannelsesinstitutioner verden over. Situationen har afkrævet svar, fra både de studerende og uddannelsernes side, på hvordan undervisningen kunne fortsætte på trods af restriktioner, der umuliggjorde ansigt-til-ansigt undervisning. Denne artikel analyserer, hvorledes strategier for digitalt understøttet læring er blevet oplevet og har udviklet sig fra forårets ”nødundervisning” til efterårets parallelle og hybride tilgange på et PBL-universitet i Danmark. Undersøgelsen bygger på et stort sæt kvalitative data, der indkapsler oplevelser af den digitale undervisning på tværs af samtlige fakulteter og institutter på Aalborg Universitet, i form af 22 fokusgruppeinterviews med undervisere og studerende foretaget fra september til november i efteråret 2020. Dataene er efterfølgende blevet transskriberet og kodet i NVivo og analyseret ved brug af tematisk analyse og tegner et holistisk billede af de stadigt igangværende digitale læringsaktiviteter, herunder tilgange til og betydningen af det fysiske rum og sociale relationer i hybrid problem- og projektbaseret læring. Artiklen bidrager således med viden om og perspektiver på, hvordan digital transformation kan understøtte aktiv og kollaborativ læring i deltagerstyrede læringsmiljøer, som eksempelvis PBL.</p>

  • Open Access
    Authors: 
    Muhammad Umair; Muhammad Aamir Cheema; Omer Cheema; Huan Li; Hua Lu;
    Publisher: arXiv
    Country: Denmark
    Project: ARC | ARC Future Fellowships - ... (FT180100140)

    COVID-19 has disrupted normal life and has enforced a substantial change in the policies, priorities and activities of individuals, organisations and governments. These changes are proving to be a catalyst for technology and innovation. In this paper, we discuss the pandemic's potential impact on the adoption of the Internet of Things (IoT) in various broad sectors namely healthcare, smart homes, smart buildings, smart cities, transportation and industrial IoT. Our perspective and forecast of this impact on IoT adoption is based on a thorough research literature review, a careful examination of reports from leading consulting firms and interactions with several industry experts. For each of these sectors, we also provide the details of notable IoT initiatives taken in wake of COVID-19. We also highlight the challenges that need to be addressed and important research directions that will facilitate accelerated IoT adoption. Comment: This is the version accepted at Sensors 2021

  • Open Access
    Authors: 
    Christian Ravn Haslam; Sabine Madsen; Jeppe Agger Nielsen;
    Publisher: Association for Information Systems
    Country: Denmark

    In this paper, we describe how a Danish problem-based learning university adapted to the circumstances surrounding the coronavirus disease of 2019 (COVID-19) pandemic. Our findings reveal that digital problem-based learning mitigated some negative consequences that appeared with the lockdown and resulting shift to 100 percent online teaching. While students prefer the traditional face-to-face teaching mode due to the energy, variation, and socialization associated with on-campus learning, we observed that students who have worked in project groups had a more positive experience with online learning, which indicates belonging to a project group can increase students’ motivation to participate in online teaching activities. Our findings challenge the idea that problem-based learning revolves around face-to-face interaction on campus. We highlight lessons that we learned when we rapidly shifted to online distance teaching.

  • Open Access English
    Authors: 
    Jan van Tatenhove;
    Publisher: Springer Berlin Heidelberg
    Country: Denmark

    The aftermath of the Covid-19 crisis and the re-development of maritime sectors in the EU will be unprecedented. This article deals with the consequences of COVID-19 for the maritime sectors’ cruise tourism, shipping, and fisheries. To give insight into the consequences of the pandemic on the longer term and to discuss these consequences in a systematic way, this article develops four potential maritime futures. These potential maritime futures are based on two key choices, the development of the EU and state-aid to maritime sectors. The first choice concerns a connected and solidary Europe versus a fragmented and differentiated EU. The second choice concerns the development of active maritime industry policies by the EU and Member States versus a neo-liberal free market model. Combining these two choices results in four potential maritime futures: “on board”, “single-handed sailing”, “all hands on deck”, and “to give a wide berth”. These maritime futures differ from each other in (marine) governance structures and processes and the support given to maritime sectors. The maritime futures give insight into the enabling and constraining conditions to deal with the aftermath of the COVID-19 pandemic in specific, and how the maritime futures will affect the sustainable development of maritime sectors in general. For each of the maritime futures, the enabling and constraining conditions to deal with the COVID-19 pandemic are described, and the uncertainties of the future development of maritime sectors in the post COVID-19 period are discussed. The aftermath of the Covid-19 crisis and the re-development of maritime sectors in the EU will be unprecedented. This article deals with the consequences of COVID-19 for the maritime sectors’ cruise tourism, shipping, and fisheries. To give insight into the consequences of the pandemic on the longer term and to discuss these consequences in a systematic way, this article develops four potential maritime futures. These potential maritime futures are based on two key choices, the development of the EU and state-aid to maritime sectors. The first choice concerns a connected and solidary Europe versus a fragmented and differentiated EU. The second choice concerns the development of active maritime industry policies by the EU and Member States versus a neo-liberal free market model. Combining these two choices results in four potential maritime futures: “on board”, “single-handed sailing”, “all hands on deck”, and “to give a wide berth”. These maritime futures differ from each other in (marine) governance structures and processes and the support given to maritime sectors. The maritime futures give insight into the enabling and constraining conditions to deal with the aftermath of the COVID-19 pandemic in specific, and how the maritime futures will affect the sustainable development of maritime sectors in general. For each of the maritime futures, the enabling and constraining conditions to deal with the COVID-19 pandemic are described, and the uncertainties of the future development of maritime sectors in the post COVID-19 period are discussed.

  • Open Access
    Authors: 
    Mohammad Karimi Firozjaei; Solmaz Fathololomi; Majid Kiavarz; Jamal Jokar Arsanjani; Mehdi Homaee; Seyed Kazem Alavipanah;
    Publisher: Elsevier BV
    Country: Denmark

    The COVID-19 pandemic has caused unprecedent negative impacts on our society, however, evidences show a reduction of anthropogenic pressures on the environment. Due to the high importance of environmental conditions on human life quality, it is crucial to model the impact of COVID-19 lockdown on environmental conditions. Consequently, the objective of this study was to model the impact of COVID-19 lockdown on the urban surface ecological status (USES). To this end, the Landsat-8 images of Milan for three pre-lockdown dates (Feb 13, 2018 (MD1), April 18, 2018 (MD2) and Feb 3, 2020 (MD3)) and one date over the lockdown (April 14, 2020 (MD4)), and Wuhan for three pre-lockdown dates (Dec 17, 2017 (WD1), March 23, 2018 (WD2) and Dec 7, 2019 (WD3)) and one lockdown date (Feb 9, 2020 (WD4)) were used. First, pressure-state-response (PSR) framework parameters including index-based built-up index (IBI), vegetation cover (VC), vegetation health index (VHI), land surface temperature (LST) and Wetness were calculated. Second, by combining the PSR framework parameters based on comprehensive ecological evaluation index (CEEI), the USES were modeled on different dates. Thirdly, the USES during the COVID-19 lockdown was compared with the USES for pre-lockdown. The mean (standard deviation) of CEEI for Milan on MD1, MD2, MD3 and MD4 were 0.52 (0.12), 0.60 (0.19), 0.57 (0.13) and 0.45 (0.16), respectively. Also, these values for Wuhan on WD1, WD2, WD3 and WD4 were 0.63 (0.14), 0.67 (0.15), 0.60 (0.13) and 0.57 (0.13), respectively. Due to the lockdowns, the mean CEEI of built-up, bare soil and green spaces for Milan and Wuhan decreased by [0.18, 0.02, 0.08], [0.13, 0.06, 0.05], respectively. During the lockdown period, the USES improved substantially due to the reduction of anthropogenic activities in the urban environment. Graphical abstract Image 1

  • Publication . Contribution for newspaper or weekly magazine . 2021
    Closed Access English
    Authors: 
    Hindhede, Anette Lykke; Andersen, Vibeke Harms; Gnaur, Dorina;
    Publisher: Springer
    Country: Denmark

    Increasing use of digital tools in university teaching has attracted scholarly attention on the interaction between pedagogic design and digital technologies. The accelerated transition to online learning following the crisis of COVID-19 has raised a number of questions regarding the tie between technological affordances and learning strategies, especially with regard to the role of dialogue in learning. Based on a questionnaire with 51 postgraduate students in a PBL-university, where collaborative interaction and dialogic processes are regarded as integral to the PBL-method, this study investigates how students navigated the altered learning environment. We found that students’ experiences with online teaching denote reduced affordances for learning. They experienced decreased co-involvement in decision-making, decreased dialogic collaboration and a changed pedagogic setup that did not support learning through discursive meaning negotiations. Thus, whilst dialogues can be transformed by digital technology, these changes are not necessarily productive when taking into account the ideal of democratic discourse. Arguably, the digital transformation will continue to evolve and to influence the quality of university teaching. The paper concludes by discussing the potential of democratic dialogic teaching to stimulate learning ecologies in online and hybrid learning environments. Increasing use of digital tools in university teaching has drawn scholarly attention to the interaction between pedagogical design and digital technologies. The accelerated transition to online learning following the COVID-19 crisis has raised several questions regarding the links between technological affordances and learning strategies, especially with regard to the role of dialogue in learning. Based on a survey of 51 postgraduate students in a Danish university with Problem Based Learning as explicit teaching strategy, where collaborative interaction and dialogue are regarded as integral to learning, this study investigates how students navigated the altered learning environment. We found that students’ experiences with online teaching demonstrate reduced affordances for learning. They experienced decreased co-involvement in decision-making, decreased collaboration and a changed pedagogical setup that did not support learning through discursive meaning negotiations. Thus, whilst dialogues can be transformed by digital technology, these changes are not necessarily productive within an environment which emphasises democratic discourse. Arguably, the digital transformation will continue to evolve and influence the quality of university teaching. Our paper concludes by discussing the potential of democratic dialogic teaching to stimulate learning ecologies in online and hybrid learning environments.

  • Closed Access
    Authors: 
    Christian Ravn Haslam; Sabine Madsen; Jeppe Agger Nielsen;
    Publisher: Springer International Publishing
    Country: Denmark

    The COVID-19 pandemic has major negative consequences for health and the economy. At the same time, the crisis paves the way for innovation. In the university sector, societal measures implemented to curb the spread of COVID-19 have made all teaching activities 100% digital, in effect creating the online university overnight. In this chapter, we present an empirical account of this extreme situation. Based on an explorative case study of how it was possible for the social science faculty at a Danish university to undergo accelerated digital transformation, we identify three salient themes that capture the immediate organizationals response: (1) leveraging existing resources, (2) intensified communication, and (3) re-organizing core activities. We contribute with preliminary empirical insights into the practicalities of accelerating digital transformation, especially the importance of mobilizing the organization’s existing resources and knowledge as well as the organizational actors’ helpfulness and willingness to share, learn, innovate, and self-organize. Theoretically, we propose and substantiate the concept of accelerated digital transformation and present a model that summarizes the identified themes.