University of Lapland

About: University of Lapland is a education organization based out in Rovaniemi, Finland. It is known for research contribution in the topics: Arctic & Indigenous. The organization has 665 authors who have published 1870 publications receiving 39129 citations. The organization is also known as: University of Rovaniemi & Lapin yliopisto.

Knowledge integration for enterprise resources planning application design

Abstract: In this paper we report findings that have been collected through the use of a mixed method approach to Finnish and German public and private Enterprise Resource Planning (ERP) projects. These are examined in order to learn the influence that organisational structures exert on employees' willingness to exchange information and knowledge for the purpose of requirements engineering (RE). RE happens in multiprofessional settings, which requires that information and knowledge are exchanged, and be made understandable to other project members. Data indicate that departmental structures facilitate the development of dedicated knowledge and language sets. However, these sets of knowledge and language decrease options for direct communication across departments. Furthermore, the decision-making and working modes in a dedicated department have an impact on employees' motivation to engage in the exchange of information and knowledge. Copyright © 2009 John Wiley & Sons, Ltd.

Learning through Action: Introducing the Innovative Simulation and Learning Environment Service Innovation Corner (SINCO)

Abstract: This article focuses on how a service design approach can support learning through cocreation, simulations, and experience prototyping. Service design is a new practice and academic discourse; therefore, more research on connections between service design and related areas is needed. Simulations connect learning and service design research. The objective of this paper is to present the SINCO simulation and learning environment of the University of Lapland, Faculty of Art and Design. This learning environment and a service design process enable an experiential and technology-aided learning process. The methods and technologies used in SINCO help reveal development opportunities through experimentation and enable the setting-up of substantial experience prototypes for testing and communicating.

Global streamflow and flood response to stratospheric aerosol geoengineering

Abstract: . Flood risk is projected to increase under future warming climates due to an enhanced hydrological cycle. Solar geoengineering is known to reduce precipitation and slow down the hydrological cycle and may therefore be expected to offset increased flood risk. We examine this hypothesis using streamflow and river discharge responses to Representative Concentration Pathway 4.5 (RCP4.5) and the Geoengineering Model Intercomparison Project (GeoMIP) G4 scenarios. Compared with RCP4.5, streamflow on the western sides of Eurasia and North America is increased under G4, while the eastern sides see a decrease. In the Southern Hemisphere, the northern parts of landmasses have lower streamflow under G4, and streamflow of southern parts increases relative to RCP4.5. We furthermore calculate changes in 30-, 50-, and 100-year flood return periods relative to the historical (1960–1999) period under the RCP4.5 and G4 scenarios. Similar spatial patterns are produced for each return period, although those under G4 are closer to historical values than under RCP4.5. Hence, in general, solar geoengineering does appear to reduce flood risk in most regions, but the overall effects are largely determined by this large-scale geographic pattern. Although G4 stratospheric aerosol geoengineering ameliorates the Amazon drying under RCP4.5, with a weak increase in soil moisture, the decreased runoff and streamflow leads to an increased flood return period under G4 compared with RCP4.5.

“Face the cow”: reconnecting to nature and increasing capacities for pro-environmental agency

Abstract: Arts-based practices can support sustainability, combined with research that points out needs for intervention. We practiced environmental sensitivity and dialogic art with fifth-grade school pupil...