Environmental values are becoming increasingly important in restoration of historical buildings, while energy interventions can seriously damage historical qualities. Cultural-historical values and environmental values are often considered difficult to commensurate, with energy engineers and heritage experts adhering to widely differing values and relating to different discourses. Valuation instruments are devised to deal with such value conflicts in restoration projects. In this article we study what such instruments perform in the case of assessing historical buildings. We ask how these instruments work, and how they afford, support and guide valuation processes? Furthermore, we enquire what is achieved and what is lost in the reconciliation of values. Theoretically, we start from the notion of commensuration, which allows comparison of values through a shared metric. Empirically, this research note examines the history and use of DuMo, an instrument that aims to reconcile cultural – historical and environmental values and provides a range of sustainable restoration strategies. We find that DuMo indeed performs commensuration of these conflicting values, but also keeps intact the epistemic authority of the two professions. Our claim thus is that valuation instruments can successfully perform commensuration while at the same being contested by involved professionals.
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In case of induced seismicity, expectations from a structural monitoring system are different than in the case of natural seismicity. In this paper, monitoring results of a historical building in Groningen (Netherlands) in case of induced seismicity has been presented. Results of the monitoring, particularities of the monitoring in case of induced earthquakes, as well as the usefulness and need of various monitoring systems for similar cases are discussed. Weak soil properties dominate the structural response in the region; thus, the ground water monitoring as well as the interaction of soil movements with the structural response has also been scrutinized. The proposed study could be effectively used to monitor historical structures subjected to induced seismicity and provide useful information to asset owners to classify the structural health condition of structures in their care.It was shown that the in-plane cracks at the building would normally not be expected in this structure during small induced earthquakes happening in Groningen. One explanation provided here is that the soil parameters, such as shrinking of water-sensitive soil layers, in combination with small earthquakes, may cause settlements. The soil effects may superimpose with the earthquake effects eventually causing small cracks and damage.
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The article engages with the recent studies on multilevel regulation. The starting point for the argument is that contemporary multilevel regulation—as most other studies of (postnational) rulemaking—is limited in its analysis. The limitation concerns its monocentric approach that, in turn, deepens the social illegitimacy of contemporary multilevel regulation. The monocentric approach means that the study of multilevel regulation originates in the discussions on the foundation of modern States instead of returning to the origins of rules before the nation State was even created, which is where the actual social capital underlying (contemporary) rules can be found, or so I wish to argue. My aim in this article is to reframe the debate. I argue that we have an enormous reservoir of history, practices, and ideas ready to help us think through contemporary (social) legitimacy problems in multilevel regulation: namely all those practices which preceded the capture of law by the modern State system, such as historical alternative dispute resolution (ADR) practices.
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This work focuses on humidity effects of turbofan engines, in order to identify the magnitude of the error in operational conditions and the implications on maintenance decision support. More specifically, this paper employs a set of different methods, including semi-empirical corrections used in engine test beds, performance simulation models and analysis of historical data, in order to investigate the effects of humidity. We show that varying humidity can have a noticeable influence on the performance of the engine. These discrepancies cannot be currently quantified by health monitoring systems. Simulation and test bed correlations indicate a decrease of EGT of 0.35% per 1wt% of absolute humidity, which varies worldwide between 0 and 3wt%. Consequently, deviations in EGTM can be up to 1%, a figure which can be up to 12K for a modern civil turbofan. In practice, variations in ambient humidity have the potential to conceal possible deterioration in engine components. Following, the flight historical data were corresponded to historical humidity data. The two methods were identified to provide comparable results, indicating a higher EGTM for increasing ambient humidity. Overall, it was concluded that EGTM corrections for ambient humidity is an area of significant interest, especially for newer engine types where accurate diagnostics are of increasing importance.
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At the age of a failing economic system and undeniable evidence of the effects humankind has had over the planet, it is necessary to look for alternatives to the way we live locally. This article explores the use of designing narratives and metanarratives to co-create imaginaries serving as the needed alternatives. This research starts by considering the historical factors to understand how industrialisation and the loss of traditional practices created a culture of disconnection from Nature in the Girona area, but also looks at why people start now reconnecting with it. The analysis is the foundation for speculative design practices to co-create a new local narrative of connection and regeneration. The project adopted the Integrative Worldviews Framework and used paradoxes to create possible future worldviews based on historical factors and literature. Citizens participated in conversational future-visioning workshops to develop and evaluate their local imagery of the previously created worldviews. This conversation-based exercise evidenced the potential of paradoxes in destructive futures to create imaginaries of regeneration. These imaginaries merge and form future stories. From the future narratives, the practice created cultural artefacts embodying a new culture of connection based on storytelling, traditional jobs, and a mythological understanding of Nature. Finally, as observed at the end of the project, these artefacts allow citizens to adopt them as their culture and expand their current worldview.
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In this paper we propose a novel approach for validating a simulation model for a passengers' airport terminal. The validation approach is based on a "historical data" and "model-to-model" validation approach, and the novelty is represented by the fact that the model used as comparison uses historical data from different data sources and technologies. The proposed validation approach , which is presented as part of the IMHOTEP project, implements various data fusion and data analytics methods to generate the passenger "Activity-Travel-Diary", which is the model that is then compared with the results from the simulation model. The data used for developing the "Activity-Travel-Diary" comes from different sources and technologies such as: passengers data (personal mobile phone, apps), airport data (airport Wi-Fi, GPS, scanning facilities), and flight Information (flight schedules, gate allocation etc.). The simulation model is based on an agent-based simulation paradigm and includes all the passengers flows and operations within a terminal airport. The proposed validation approach is implemented in a real-life case study, Palma de Mallorca Airport, and preliminary results of the validation (calibration) process of the simulation model are presented.
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History education frequently aims at developing active citizenship by using the past to orientate to the present and the future. A pedagogy for pursuing this aim is making connections between the past and the present by means of comparing cases of an enduring human issue. To examine the feasibility and desirability of this case-comparison teaching approach, students (N = 444) and teachers (N = 15) who participated in an implementation study conducted in the Netherlands were questioned about their experiences and views. Results show that both students and teachers felt that case-comparison in the context of an enduring human issue is feasible and not more complex than the usual history teaching in which topics are studied separately without explicitly making comparisons between past and present, even if some students thought that taking account of episodes from different historical periods concurrently required an extra learning effort. Both students and teachers believed that connecting past and present in history teaching enhances engagement and meaning making. They suggested a curriculum combining the case-comparison approach with the type of history teaching they were accustomed to. Mixed methods were used for data collection. Implications for further research on case-comparison learning in history are being discussed.
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PCK is seen as the transformation of content knowledge and pedagogical knowledge into a different type of knowledge that is used to develop and carry out teaching strategies. To gain more insight into the extent to which PCK is content specific, the PCK about more topics or concepts should be compared. However, researchers have rarely compared teachers’ concrete PCK about more than one topic. To examine the content dependency of PCK, we captured the PCK of sixteen experienced Dutch history teachers about two historical contexts (i.e. topics) using interviews and Content Representation questionnaires. Analysis reveals that all history teachers’ PCK about the two contexts overlaps, although the degree of overlap differs. Teachers with relatively more overlap are driven by their overarching subject related goals and less by the historical context they teach. We discuss the significance of these outcomes for the role of teaching orientation as a part of PCK.
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Peat swamp forests in Southeast Asia are under heavy pressure. Deforestation, forest degradation, wildfires, and drainage have damaged or destroyed substantial areas of the once extensive peat swamp forest formations. Several efforts are underway to rehabilitate degraded peat forests areas in order to restore some of the valuable ecosystem services these forested areas once provided. However, these efforts often result in (mixed)-plantations that only partly resemble the original peat forests. Information about these peat swamp forests' complex origin and ecology is needed to improve restoration outcomes further. Our paper analyses historical data from coastal peat swamp forests in Sarawak and Brunei and discusses the potential to use this as the reference value for intact peat forests. We describe the observed stand structure and species composition for pristine peat swamp forest, and we analyze the population structure of three dominant peat swamp forest species: Gonystylus bancanus (ramin), Dactylocladus stenostachys (jongkong) and Shorea albida (alan batu). We compare the historical data with data from recently measured, degraded peat swamp forests. We discuss our results in relation to processes of peat dome formation, nutrient availability and hydrology, and give recommendations for peat swamp forest management and restoration.
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Although history standards generally aim at developing historical consciousness among secondary school students, there is not much research-based knowledge to support making connections between the past, the present and the future in history teaching. This study examines the effects of teaching analogous cases of an enduring human issue in two experimental conditions: one in which grade 10-12 students (n = 460) were actively encouraged to compare cases and to draw analogies with the present and one in which students studied cases without making comparisons or drawing analogies with the present (n = 273). Set against the results of a group of students who followed the usual history curriculum (n = 289), multilevel regression analyses on the collected data revealed that both experimental conditions positively affected students’ appraisals of the relevance of history, more so in the ‘case-comparison’ condition than in the ‘separate-case’ condition. Students in the case-comparison condition also deemed the lesson course more valuable and experienced less difficulty with the applied pedagogical approach than students in the separate-case condition. Case comparison did not negatively affect the acquisition of historical factual knowledge. Implications for further research are discussed.
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