Public lighting’s primary purpose is nighttime visibility for security and safety. How to meet so many requirements of so many stakeholders? The key to developing a good plan is to relate lighting to functions of public spaces, because street lighting is more than a technical requirement, a security need, or a design element. It can be thought of and utilized in terms of how the type, placement, and wattage affect how a street is perceived and used. With present-day used street lighting systems however, flexibility is expensive, as is maintenance and energy consumption. A new solution is to use LED lighting with a Direct Current power system. Advantages are a decrease in: energy conversions; material use; amount of switch- boxes; components; labour costs and environmental comfort. The overall implementation of LED and DC will result in better control and efficient maintenance due to integrated bidirectional communication. A challenge is the relatively high investment for these new solutions. Another challenge; DC is not a standard yet in rules and regulations. In the paper the transition to direct current public lighting system will be described with all the pros and cons. A new concept of public ownership, to overcome financial challenges will be discussed. M Hulsebosch1, P Willigenburg2 ,J Woudstra2 and B Groenewald3 1CityTec b.v., Alblasserdam, The Netherlands 2The Hague University of Applied Sciences, The Hague, The Netherlands 3Cape Peninsula University of Technology, Cape Town, South Africa 10.1109/ICUE.2014.6904186
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SAMENVATTING Mensen met een ernstige psychiatrische aandoening (EPA) hebben een sterk verminderde levensverwachting in vergelijking met de algemene populatie, vooral veroorzaakt door fysieke aandoeningen. Een ongezonde leefstijl speelt een belangrijke rol in de verminderde levensverwachting bij mensen met EPA. Ter bevordering van de fysieke gezondheid van deze doelgroep is de nurse-led e-health-interventie GILL (Gezondheid in Lichaam en Leefstijl) ontwikkeld voor somatische screening en het stimuleren van een gezonde(re) leefstijl. Door het uitvoeren van een cluster-gerandomiseerde studie (RCT) wordt onderzocht of de GILL e-health-interventie effectiever is dan de standaardzorg in het verbeteren van de fysieke gezondheid en leefstijl van mensen met EPA. De primaire uitkomstmaat van deze studie is de score voor de ernst van het metabool syndroom. Naast de RCT wordt een procesevaluatie uitgevoerd om de implementatie en de ervaringen van zowel de deelnemende cliënten als de hulpverleners met de GILLinterventie systematisch te evalueren.
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Urban Consolidation Centres (UCCs) are often put forward as a solution to reduce the negative impact of freight transport on cities. However, few UCCs have so far successfully attracted sufficient volume to become viable. Receivers of goods can potentially be effective initiators of a UCC, due to their buying power. The purpose of this research is to learn how receiver-led consolidation initiatives develop. We use qualitative data on four receiver-led UCCs in The Netherlands to understand the success factors and challenges in various stages of development. Our research shows that receivers can help during the start-up stage of a UCC, when they have a large volume of goods, can convince internal stakeholders, and are willing to pay or can make suppliers pay. However, receiver-led UCCs still face challenges related to growth in the later stages and require continuous effort to attract volume.
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This ‘Big Ideas’ paper will explore the relevance of the constraintsled approach (Davids et al., 2008) for nurse education, specifically when teaching nursing skills. The constraints-led approach is an applied theory, based on the ecological-dynamics framework, which explains that skill learning is a process of adjusting to the characteristics of a situation, instead of reproducing isolated, “ideal” movements out of context (Araújo et al., 2017; Seifert et al., 2017, 2019). During nurse education however, students often find themselves in isolated practice drills in which they practice a nursing skill based upon detailed protocols and/or explicit instructions by the lecturer. Following the ecological dynamics framework (Button et al., 2021), we argue that there is no single ideal way of executing a certain task. In clinical practice, there are often more than one appropriate task executions for a certain situation, and on the other hand, a certain task execution might be effective in one situation, but less effective in another. As all patients and contexts contain unique characteristics, students need to practice with representative characteristics from clinical practice, so that they learn attuning to contextual information, instead of simply following step-by-step instructions (Fajen et al., 2009; Pinder et al., 2011; Wulf and Lewthwaite, 2016).
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This article examines the organisation of collaborative digital methods and data projects in the context of engaged research-led teaching in the humanities. Drawing on interviews, field notes, projects and practices from across eight research groups associated with the Public Data Lab (publicdatalab.org), it provides considerations for those interested in undertaking such projects, organised around four areas: composing (1) problems and questions; (2) collectives of inquiry; (3) learning devices and infrastructures; and (4) vernacular, boundary and experimental outputs.Informed by constructivist approaches to learning and pragmatist approaches to collective inquiry, these considerations aim to support teaching and learning through digital projects which surface and reflect on the questions, problems, formats, data, methods, materials and means through which they are produced.
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Community energy can be conceptualized as a social movement, which aims to develop a sustainable, democratic, and localist energy system. Community energy organizations often take the form of cooperatives and strive for a high level of participation at the neighborhood level. Recently, community energy initiatives took on the challenge to develop neighborhood heating projects, which are citizen-led and sustainable. District heating (DH) projects are characterized by costly investments, a substantial overhaul of local infrastructure, and large installations for heat production. Furthermore, specialized technical knowledge is needed for the design of DH-systems.In the Netherlands, we studied four cases where local energy cooperatives developed such citizen-led neighborhood heating projects. Our primary research question is what constitutes a citizen-led or citizen-supported DH-project? We focus on four themes: first, the internal organization of the CH-project; second its outreach to local citizens; third, the role of technical knowledge and technology choices; fourth, the changing role of municipalities in the local energy transition.We developed a theoretical framework that consists of three main networks: the internal network, constituted by the local energy initiative itself and its surrounding neighborhood; the external network, which is comprised of local and regional governments as well as private companies; and the material network, referring to technological and physical aspects.In the discussion, we situate our findings against a broader European background. We conclude that a democratic structure, transparency of decision making, and a high level of activities to involve the neighborhood are key success factors. Nevertheless, the development of a community DH-project is a time-consuming process that takes a high toll on the participants. We observed that the remunicipalization trend is emerging in the Netherlands. Regarding technology choices, we found that the DH-initiatives became quite knowledgeable on technical issues and stimulated the application of new technologies such as small-scale aquathermal energy. However, in some cases the choice for a low-cost solution led to concessions to the sustainability of the proposed solutions.
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Community energy can be conceptualized as a social movement, which aims to develop a sustainable, democratic, and localist energy system. Increasingly, community energy initiatives aim to develop citizen-led heating projects. District heating projects are characterized by costly investments, a substantial overhaul of local infrastructure, large installations for heat production, and require specialized technical knowledge. Based on Social Movement Theory, we developed a theoretical framework consisting of three main networks: internal, external, and material.In the Netherlands, we studied four cases of citizen-led heating projects. Our primary research question is what a citizen-led DH-project constitutes. We focus on four themes: the internal organization of the CH-project; its outreach to local citizens; the role of technical knowledge and technology choices; the changing role of municipalities in the local energy transition.We situate our findings against a broader European background. We conclude that a democratic structure, transparency of decision making, and a high level of neighborhood participation are key success factors. However, in some cases the choice for a low-cost solution led to concessions to the sustainability of the proposed solutions.
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Professionals are increasingly expected to collaborate in interdisciplinary settings. Higher education institutes offer students opportunities to develop necessary skills, often in the context of project-led education. In such types of education, the role of the tutor is changing, from a focus on teacher-oriented teaching towards learner-oriented coaching, facilitating students’ knowledge construction. Hardly any research focuses on how teachers apply this new didactical approach and how it impacts student learning. In our research, we study how tutors in interdisciplinary engineering education take on the coaching role; how tutors and students value this coaching behavior as beneficial for student learning; and what support (new) tutors need to develop the coaching role.
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Background Interprofessional education is promoted as a means of enhancing future collaborative practice in healthcare. We developed a learning activity in which undergraduate medical, nursing and allied healthcare students practice interprofessional collaboration during a student-led interprofessional team meeting. Design and delivery During their clinical rotation at a family physician’s practice, each medical student visits a frail elderly patient and prepares a care plan for the patient. At a student-led interprofessional team meeting, medical, nursing and allied healthcare students jointly review these care plans. Subsequently, participating students reflect on their interprofessional collaboration during the team meeting, both collectively and individually. Every 4 weeks, six interprofessional team meetings take place. Each team comprises 9–10 students from various healthcare professions, and meets once. To date an average of 360 medical and 360 nursing and allied healthcare students have participated in this course annually. Evaluation Students mostly reported positive experiences, including the opportunity to learn with, from and about other healthcare professions in the course of jointly reviewing care plans, and feeling collectively responsible for the care of the patients involved. Additionally, students reported a better understanding of the contextual factors at hand. The variety of patient cases, diversity of participating health professions, and the course material need improvement. Conclusion Students from participating institutions confirmed that attending a student-led interprofessional team meeting had enabled them to learn with, from and about other health professions in an active role. The use of real-life cases and the educational design contributed to the positive outcome of this interprofessional learning activity.
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This article discusses the question: where to with sustainable urbanism? It includes a historic review of the concept of sustainable urbanism and reviews of recent literature in the field of eco-cities. Through these reviews, it deliberately interrogates new pathways for sustainable urbanism. The result of this investigation is the insight that there are six design principles that are required to create a sustainable city: a design in which cycles are closed, redundancy is built in, anti-fragility is created, citizens are seen as (design) experts, the landscape is used as the basis, and innovative, rule-breaking designs are developed. These six design principles are then captured in three comprehensive concepts, which together support the design of a sustainable city: the design approach needs to be a (1) society-based; (2) complexity-led, and (3) landscape-driven design approach.
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